tag:blogger.com,1999:blog-67898000123175775912024-02-19T18:51:20.264+13:00Engaging our learners in 21st Century EducationEllie Mackwoodhttp://www.blogger.com/profile/16879141515824549483noreply@blogger.comBlogger25125tag:blogger.com,1999:blog-6789800012317577591.post-22416799628770214772017-09-07T22:16:00.001+12:002017-09-07T22:20:03.006+12:00Bipolar Spectrum Disorder Comorbid with Autism Spectrum Disorders<div style="text-align: justify;">
Very few studies have investigated the characteristics of individuals with Bipolar Disorder (BD) comorbid with Autism Spectrum Disorders (Austism, Asperger's Syndrome, and Pervasive Developmental Disorder). Both conditions are independently associated with a high degree of morbidity; combined they represent some of the most challenging conditions faced by clinicians, educators and caregivers. Challenges exist not only in differentiating psychiatric symptoms from characteristics of the developmental disorder but also in the identification of effective strategies to help support students diagnosed with these conditions.</div>
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Bipolar disorder affects about 1% of children and is characterised by severe mood swings between mania and depression. Some of the symptoms, such as irritability and aggression, are also common in autism. While many large-scale research studies of bipolar disorder exclude ASD patients for methodological reasons, a study in the June issue of the Journal of Clinical Psychiatry suggests that as many as 30% of children diagnosed with BD may also have autism. Other studies have found that as many as 27% of those with autism also have symptoms of bipolar disorder. By contrast, its prevalence in the general population is around 4%.</div>
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Autism Spectrum Disorders (ASD) are characterised by significant impairment in communication, and social interaction, and are associated with stereotyped, repetitive, and idiosyncratic behaviors, interests, and activities. Psychiatric comorbidity is often present, particularly disruptive behavior disorders and learning disorders.</div>
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Frazier et al highlights the difficulty involved in ascertaining the rate of comorbidity between AS and BD since the diagnosis of AS has been used rather indiscriminately, referring to a heterogeneous group, and the actual incidence of pediatric BD is probably underestimated until the definition of bipolarity in children is more fully agreed upon. Another challenge is that BD often begins in childhood or early adolescence with the clinical features of unipolar depression, acute psychosis, or comorbid disorder (e.g., ADHD, obsessive-compulsive disorder (OCD), panic attack, or eating disorder), while manic symptoms appear later. As a consequence, the rate of bipolar diagnosis, can increase with the mean age of studied population. The current classification of mood disorders has poor reliability and validity. It has been suggested that the differential diagnosis between unipolar depression and BD should be based on the lifetime presence of four days of hypomania. Information on mild symptoms overlapping with manifestations of well-being is subject to recall bias, unreliable evaluation, misinterpretation, incoherence. Furthermore, the source of information (patient, relatives, social institutions) can suggest different conclusions. Notwithstanding such gray area, growing evidence suggests that PDD and BD frequently co-occur.</div>
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Interestingly, a family history of BD may influence the phenomenology of students with PDD. In students with autism spectrum disorder and a family history of BD, many features of childhood BD have been observed, including affective extremes, cyclicity, obsessive traits, neuro-vegetative disturbances, special abilities, and regression after initial normal development. On the other hand, students with autism spectrum disorder and without a family history of BD showed less florid agitation, fearfulness, and aggression, and were of lower functioning.</div>
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The American Psychiatric Association (2000) describe the Criteria for Manic Episodes as a distinct period of an abnormally and persistently elevated, expansive, or irritable mood, lasting at least one week. While depression can be quite obvious, it can be more challenging to recognise mania in a student with Autism.</div>
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Gary Heffner has identified what the Criteria for Manic Episodes may looks like in a student with a comorbid diagnosis of BP and ASD. During periods of mood disturbance, the following criteria may be present to a significant degree:</div>
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<b>Inflated self-esteem or grandiosity </b></div>
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When a student cannot talk or has a communication disorder, it may be hard to identify this symptom. Many children act like they are in charge of the world anyway. What you may see in a student with autism is a marked improvement in the child's usual mood. The student may seem overly happy, silly, or laugh inappropriately or even hysterically. A student who once feared certain situations may show no fear. The student may show irritability rather than a good mood. Behavior may become more aggressive than usual. Tantrums may increase dramatically. The student may act like the rules no longer apply to him or her. The student may act as if he or she has "super powers". The student may say he or she will report others to the principal or to the police, etc.</div>
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<b>Decreased need for sleep (e.g., feels rested after only 3 hours of sleep) </b></div>
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Many children with autism have sleep issues to begin with so this may be a difficult symptom to track. What you may see in a student with autism is that the child may not sleep at all or their normal sleep times are decreased significantly. Alternatively, since sleep is usually a pleasurable activity, the student may sleep too much in the beginning of a manic cycle. Many children and adults with Bipolar Disorder have a "crash" after a manic phase and may not want to get out of bed at that time.</div>
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<b>More talkative than usual or pressure to keep talking </b></div>
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For students who have a communication disorder this symptom would not seem to apply. However, many children and adults with autism and Bipolar Disorder show an increase in their speech and vocalizations during a manic cycle. Many parents report the "good news" that their child is suddenly more verbal only to later report that the child is driving them crazy with the accompanying manic behavior. Children with autism may use more words, talk/vocalize faster than normal, be difficult to stop or interrupt, and/or may talk through the night.</div>
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<b>Flight of ideas or subjective experience that thoughts are racing </b></div>
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The child's interest in activities may increase dramatically. The student will be restless, bombard you with "requests" for activities or other things, and will flit from one activity or thought to another. If the student is verbal he or she may be able to talk about their many conflicting thoughts and interests. Their speech may make no sense, may be a series of unrelated sentences or words, or may be songs or rhymes that have little relation to what is going on. They may be expressed as extreme hyperactivity.</div>
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<b>Distractibility (i.e., attention too easily drawn to unimportant or irrelevant external stimuli) </b></div>
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Attention is too easily drawn to unimportant or irrelevant external stimuli. Many children with autism and ADHD have this symptom already. However, in a manic cycle the distractibility would be more than usual. May focus on unusual aspects of objects that are different from their usual interests.</div>
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<b>Increase in goal-directed activity (socially, at work or school, or sexually) </b></div>
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It may be impossible to redirect ritualistic behaviors. Once the student starts an activity he or she is almost impossible to stop. He/she may repeat activities over and over (with more intensity than usual). The student may masturbate or engage in other sexual activity to an extreme degree.</div>
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<b>Excessive involvement in pleasurable activities that have a high potential for painful consequences</b></div>
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Examples involve unrestrained buying sprees, sexual indiscretions, or foolish business investments in an adult context. As above, sexual activity/interest may be taken to the extreme. The child may sleep excessively, self stimulate excessively, eat excessively, toilet excessively, or engage in any other pleasurable behavior with more frequency and intensity.</div>
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Ellie Mackwoodhttp://www.blogger.com/profile/16879141515824549483noreply@blogger.com0tag:blogger.com,1999:blog-6789800012317577591.post-86285083113274981532017-03-11T16:52:00.001+13:002017-03-11T17:26:23.814+13:00Changes in Practice: Inputs, Outputs and the Black Box<div class="separator" style="clear: both; text-align: center;">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhOvfSPNOT8AmHMKmFPYkFtQacmSfTYT_uUEjMd-fI9YSuhIBD-9_fTOpyR7Fp_AFkC5GP9L-4RhL_InnPK1X2njlU6K135GL469CTUfUEuGWYRt3Ek4rwm2oIjsmS43poCJBeaoq1GjjsS/s1600/Input+output+blackbox.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="226" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhOvfSPNOT8AmHMKmFPYkFtQacmSfTYT_uUEjMd-fI9YSuhIBD-9_fTOpyR7Fp_AFkC5GP9L-4RhL_InnPK1X2njlU6K135GL469CTUfUEuGWYRt3Ek4rwm2oIjsmS43poCJBeaoq1GjjsS/s320/Input+output+blackbox.jpg" width="320" /></a></div>
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Input and output refer to the interfaces that different functional units of a system use to communicate among each other, or to the signals sent through those interfaces. Inputs are the signals received by the unit, and the outputs are the signals sent through it. The black box is considered to be something whose function is invisible, a space that is hidden, where the transformation takes place <a href="https://www.slideshare.net/kashyapchauhan/black-box-theory-new">(Chauhan, 2013)</a>. In this analogy, I like to think of the black box as my mind, learning, analysing and reflecting on the multitudes of inputs the Mindlab course has exposed me to, transforming my practice and student outcomes as an observable output. We have been exposed to experiences, professional literature, research, flipped learning initiatives, instructional videos, collaborative webinars, infographics, presentations, a multitude of social media platforms and so much more. <a href="https://www.google.co.nz/url?sa=t&rct=j&q=&esrc=s&source=web&cd=1&cad=rja&uact=8&ved=0ahUKEwjMp-yHvM3SAhUKTrwKHRVOACgQFggfMAA&url=http%3A%2F%2Ffiles.eric.ed.gov%2Ffulltext%2FEJ1083691.pdf&usg=AFQjCNFxDBeRrm-_MijWxTIDi-lYfi7xGw&sig2=nRfVW1t5fuPeoS_sQfnOgw">Swain (1985)</a> pointed out that there is no better way to test the extent of one's knowledge than to have to use that knowledge in some productive way, and the intensive nature to use the course to examine and improve our practice has been testament to this. </div>
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What this model does not explicitly show is the fundamental importance that interaction has had on my transformation. It is through interaction that we have generated comprehensible outputs, which can then also be turned into sources of input for others. We have sought meaning, clarified misunderstandings, challenged each others thinking and given and received feedback. It seems fitting at the end of the course to reflect back on the earlier work we did examining the theories of Vygotsky, who theorised that children learn through interpersonal activity, such as play with adults who provide 'scaffholding', whereby they form concepts that would be beyond them if they were acting alone. In this respect, the notion of the zones of proximal development is important, which are created through interaction with more knowledgeable others. The co-constructionist nature of the Mindlab course has certainly added testament to this. The colleagues whom I have shared this experience with have been a shining light and added so much value to my learning. Friendships have been formed through this network that will enable us to continue to support each others growth and development as we move forward.</div>
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<b>Demonstrating commitment to ongoing professional learning and the development of professional personal practice:</b></div>
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My decision to commit to the Mindlab Postgraduate Certificate in Digital and Collaborative Learning was driven by the acceptance of my role as the Director of eLearning. I wanted to ensure that I had the most comprehensive training available, in order to effectively lead the staff at our school on their journey to include Digital Technologies in their teaching and learning programmes. I had been in this role for only a couple of weeks when the intake began, and quickly learned to manage the demands of my new position, various other PLD priorities, postgraduate studies, and support the needs of my 8 year old twins at home - that's not to say it was always easy! I wanted to ensure that my commitment to this course was reflected in my participation, and embraced each aspect of the programme, participating responsively in all professional learning opportunities within the multiple learning communities that were established. My own professional personal practice has been transformed through this programme, where we were exposed to the latest research and models including the Microsoft ITL rubrics, design thinking model and TPACK model which have all significantly changed the way I present my teaching and learning programmes.</div>
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<b>Show leadership that contributes to effective teaching and learning:</b></div>
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Providing effective eLearning leadership in a school requires the school to have an understanding of where they are now and where they want to be in the future. The global focus of this course has helped me to incorporate these ideas into our school vision and create our eLearning strategic plan and drive a much stronger Digital Citizenship programme for our students, who we want to become confident, connected, actively involved, and lifelong learners <a href="http://nzcurriculum.tki.org.nz/The-New-Zealand-Curriculum#collapsible1">(NZC, 2007)</a>. As part of my role, I need to provide a professional learning programme in which teachers feel comfortable to incorporate eLearning in their classrooms, while shifting pedagogy. The Mindlab course has also given me the confidence to create an eLearning Network for our CoL which is growing rapidly, and has recently expanded into open workshops where teachers from any of our schools are encouraged to come along with questions or areas where they would like support.</div>
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<b>Where to next?</b></div>
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My desire to move further into a senior management role remains, where I am able to ensure that every student achieves success - and use digital and collaborative practices to support this. I really enjoy the elements of my current role that enable me to coach and mentor teachers, working in partnership to challenge and reimagine pedagogy, and was devastated last year to learn that the National Aspiring Principals Programme was to be discontinued. After much thought I am still undecided if my best option is to complete the last few credits I need to achieve my Masters (in either Educational Leadership or Applied Practice) or to complete the <a href="http://www.uacel.ac.nz/research/growing-great-leaders">Growing Great Leaders</a> Programme that I have also heard so much about. Either way, my commitment to education remains as strong as it has even been, and I am excited about the groundswell that is starting to transform education in New Zealand and around the world.</div>
Ellie Mackwoodhttp://www.blogger.com/profile/16879141515824549483noreply@blogger.com3tag:blogger.com,1999:blog-6789800012317577591.post-88167225068372992332017-03-08T10:50:00.001+13:002017-03-08T11:11:21.198+13:00Interdisciplinary Education: From STA to STEAM<div style="text-align: justify;">
<span style="font-family: inherit;">Interdisciplinary practice allows individuals to focus on collaboration and participation with others to find solutions to increasingly complex problems occurring in the world today. When working across disciplines we can draw on multiple perspectives, practices, epistemologies and methodologies to identify how these can be utilised to solve real world problems.</span></div>
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<span style="font-family: inherit;">Despite the best efforts of educators and those who support them, our system struggles to meet the challenging need of today's learners. We need to cope with complex lives, and social, economic and environmental issues. Now, more than ever, the education system must equip young people to be the problem solvers of the future. Our students need to become innovators, designers and creators - not just passive consumers. They need to be able to solve complex problems, often in cross-disciplinary and collaborative settings. New Zealand's prosperity depends on our ability to compete in a flattened, gobal economy driven by innovation, specialisation and entrepreneurship. </span></div>
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<span style="font-family: inherit;">Interdisciplinary Education has implications for curriculum design and delivery. Scrutinising the effectiveness of existing structures is important here. Some parts of the Education Act are barriers to innovation and need to be reviewed, for example covering the length of the school day, hours of instruction, and enrolment and attendance requirements. If we are serious about supporting learning anywhere and anytime, breaking down institutional boundaries and allowing far greater flexibility to create tailored learning programmes around the needs of learners, then existing systems and structures will need to change.</span></div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgbTdCJKf_W1aMMVCqxgp5BnBJHeoIJBbpfu7pERngHbPBZoojBYUhlr3dECeYSV0ilJGyaPvLGGCQTau_kCodAuMoySuEyNFxx4zap1gY0NuPnPzgJySLqVOidygxtkShhx4n4Q7YD33_Y/s1600/Interdisciplinary+Education.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="360" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgbTdCJKf_W1aMMVCqxgp5BnBJHeoIJBbpfu7pERngHbPBZoojBYUhlr3dECeYSV0ilJGyaPvLGGCQTau_kCodAuMoySuEyNFxx4zap1gY0NuPnPzgJySLqVOidygxtkShhx4n4Q7YD33_Y/s640/Interdisciplinary+Education.png" width="640" /></a></div>
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<span style="font-family: inherit;">You will see from my Interdisciplinary Education Popplet, that I am very engaged in cross disciplinary practices. This has always been an interest of mine, and I struggled moving to a system last year where I no longer had the ability to work in such an integrated way. While we still have a long way to go towards addressing these barriers at our school, the groundswell is underway, and is being driven from both the top-down and the ground-up. This year we have changed our timetable to accommodate an interdisciplinary approach to teaching and learning; having integrated our English and Social Science Departments to create an Integrated Literacies team, and our Science, Technology and The Arts Departments to create our new STA team. While we do include Engineering and Design Thinking in our programme, the 'E' just doesn't fit nicely into our name ... yet! It is within this team that my teaching of Computer Science falls. </span></div>
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<span style="font-family: inherit;">This alignment is the first stage in a larger move towards STEAM. The combination of Science, Technology, Engineering and Maths is part of a global movement, designed to increase economic competitiveness. Currently Auckland is facing an employment market shortage in STEM related industries, driving a need for a more skilled workforce. Initiatives within schools have included:</span></div>
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<li style="box-sizing: border-box; text-align: justify;"><span style="font-family: inherit;">providing mobile devices for students (sometimes in the forms of computer labs, and other times in the form of 1:1)</span></li>
<li style="box-sizing: border-box; text-align: justify;"><span style="font-family: inherit;">after-school STEM clubs or programs</span></li>
<li style="box-sizing: border-box; text-align: justify;"><span style="font-family: inherit;">STEM curriculum, where projects using STEM practices are embedded</span></li>
<li style="box-sizing: border-box; text-align: justify;"><span style="font-family: inherit;">BYOD initiatives (bring your own device)</span></li>
<li style="box-sizing: border-box; text-align: justify;"><span style="font-family: inherit;">STEM days to encourage hands-on exploration within each of these disciplines</span></li>
<li style="box-sizing: border-box; text-align: justify;"><span style="font-family: inherit;">robotics programs</span></li>
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<span style="font-family: inherit;">However, while STEM initiatives are a
wonderful start into the exploration of these four areas of study, the critical
process of creativity and innovation is missing. STEAM is a way to take the benefits of STEM
and complete the package by integrating these principles in and through the
Arts. STEAM removes limitations and
replaces them with wonder, critique, inquiry, and innovation <a href="http://educationcloset.com/steam/what-is-steam/">(SteamPortal)</a>.<o:p></o:p></span></div>
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<span style="font-family: inherit;">Andrews (1990) defines
interdisciplinary collaboration as occurring “when different professionals,
possessing unique knowledge, skills, organisational perspective, and personal
attributes, engage in coordinated problem solving for a common purpose” (cited
in Berg-Weger & Schneider, 1998). As
a team, we meet regularly to share ideas and show examples of student learning
that is happening within our rooms, however we each maintain sole
responsibility for our 8 week component of the programme. At this stage we are investing a lot of time
in the intentional connections between the different curriculum areas, aligning
and unpacking assessments, the creation of a shared language, processes and
strategies, and reflecting on implementation.
Our classrooms are spread across the school, and the programme still
runs under a traditional model with one teacher, and students are located in an
individual class. I often dream of an
STA ILE similar to those at Glenfield College, Northcross Intermediate and
Auckland Normal Intermediate, where the open, <a href="http://acrlog.org/2015/05/14/a-conceptual-model-for-interdisciplinary-collaboration./">shared
workplace, qualities/attitudes and common goals</a> have enhances their
collaborative, interdisciplinary experience for staff and students alike.<o:p></o:p></span></div>
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<span style="font-family: inherit;">Our schools need to foster innovative
teaching and leadership, support leaders to make change and stimulate
innovation and nurture new and emerging approaches to teaching and
learning. We need to work to implement a
coordinated, system-wide effort to align curriculum, digital technologies,
property, infrastructure, funding and legislation within our schools, however
this alone will not improve learning.
Students, teachers and leaders must adapt their practices to make best
educational use of these investments <a href="http://www.education.govt.nz/assets/Documents/Ministry/Initiatives/FutureFocusedLearning30May2014.pdf">(Future Focused Learning in Connected Communities)</a><o:p></o:p></span></div>
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<u><span style="font-family: inherit;">Reference List:<o:p></o:p></span></u></div>
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<span style="font-family: inherit;">Berg-Wege, M., & Schneider, F.D.
(1998). Interdisciplinary collaboration
in social work education. <i>Journal of Social Work Education, 34, </i>97-107.</span><span style="font-size: 13.5pt;"><o:p></o:p></span></div>
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Ellie Mackwoodhttp://www.blogger.com/profile/16879141515824549483noreply@blogger.com2tag:blogger.com,1999:blog-6789800012317577591.post-76233815040118957022017-03-07T22:23:00.003+13:002017-03-07T23:27:54.375+13:00Professional Online Social Networks<div style="text-align: justify;">
Social Media platforms are part of the wider Web 2.0 landscape, designed to promote collaboration and promote user-generated content as we move away from the mostly read-only Web 1.0 of the past. These applications support asynchronous collaboration; the wildly read-write web that encourages interaction between people through sites such from Facebook to Picassa, and Pintrest to Youtube. These sites and applications encourage users to move beyond mere posting of content by allowing them to become part of the process through collaboration. In <a href="http://www.briansolis.com/2013/07/you-are-at-the-center-of-the-conversation-prism/">The Conversation Prism</a>, Solis shares the evolution of popular Social Media applications alongside the transformation they have undertaken within the digital landscape. This infographic clearly shows how far beyond the commonly known, used and favoured applications Social Media now extends, and alludes to the many different purposes for this development.</div>
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The user is central to this model, and like <a href="https://steinhardt.nyu.edu/scmsAdmin/uploads/006/677/CHAP12HOADLEY.pdf">Hoadley's CoP model</a>, Solis asserts that you should only create and manage a presence where it is warranted, finding networks where you can gain or introduce value. This becomes particularly relevant when accessing Social Media for Professional Learning and Development (PLD). Interestingly this model reflects the principles of the three elements <a href="http://wenger-trayner.com/resources/what-is-a-community-of-practice/">Wagner-Trayner (2011)</a> identified as a requirement for a CoP, with Solis suggesting users consider the 5 pillars for meaningful engagement: Vision, Purpose, Value, Commitment and Transparency.</div>
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Although created for business, the desire to <a href="http://www.briansolis.com/2013/07/you-are-at-the-center-of-the-conversation-prism/">'Always be Improving'</a> through listening, learning and adapting is easily transferable to education, and I believe it is at the core of our role as inquiring educators. </div>
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When I first looked at this topic, my use of Social Media for PLD was very easily identifiable. I regularly use social networks, blogs, forums, discussion boards, social streams, videos, content/documents, events, podcasts and live-casting as tools to support my passion to improve my practice. These tools enable me to access personalised PLD that fulfills my needs, at the right time. This is so much a part of my development as an educator that I have created a dedicated professional identity that is now linked to all of these accounts, is observable in this established blog, links to my own professional site, and is also accessible through my online portfolio. This has created a marketable identity that continues to grow among educators working in the digital space, however, being so connected does come with a warning: You are never truly away from work. In her Masters Thesis, <a href="http://researchcommons.waikato.ac.nz/bitstream/handle/10289/8482/thesis.pdf?sequence=3&isAllowed=y">Melhuish (2013)</a> suggests that one way to overcome this at a school level might be to integrate self-directed PLD of this nature into legitimate professional learning design rather than adding it on, in an already time-poor context.<br />
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Although I teach Computer Science and am surrounded in digital tools everyday, I needed to carefully step back to really examine how I am including Social Media in my classroom. <a href="https://www.merriam-webster.com/dictionary/social%20media">Merriam-Webster</a> defines Social Media as <i>"forms of electronic communication through which users create online communities to share information, ideas, personal messages, and other content"</i> which is much more broad than I had originally thought. When I combined this definition with The Conversation Prism, I came to realise that my students are actually engaging in Social Media on a daily basis - despite not having access at school to social networks such as Facebook, Google+ and Yammer due to their age, and our school policies.</div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEh9ABO1XuK31XvvdD6mHXwFM5sn18mVOoWVHqh8ufWRITZJ6BclHNEzCIuLnmxxtylIhm1sVdxsdOV0XS-jks3iD_SkmKBep_x-rRTBEjs0fVtZRcmi2XD0q7jjgpQqAuMGOU-KWBIMn_sw/s1600/The+Conversation+Prism.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="400" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEh9ABO1XuK31XvvdD6mHXwFM5sn18mVOoWVHqh8ufWRITZJ6BclHNEzCIuLnmxxtylIhm1sVdxsdOV0XS-jks3iD_SkmKBep_x-rRTBEjs0fVtZRcmi2XD0q7jjgpQqAuMGOU-KWBIMn_sw/s640/The+Conversation+Prism.jpg" width="640" /></a></div>
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My students regularly post to our class blog, labeling their work so it can be easily identified as an individual student portfolio, use Q&A sites (Wikianswers, Answers.com), location sharing software (Google Maps), Enterprise applications (Microsoft O365), social curation tools (Pintrest, Google Keep), videos (Youtube, Edpuzzle), social bookmarking tools (Symbaloo), brainstorming content (Popplet, Padlet, Coggle), collaborative documents (O365, Google Docs, Prezi), music, podcasts and images (PiktoChart, Canva, Tagul) to share information, ideas, personal messages and other content. These tools enable me to engage students in active and constructive learning opportunities where they are required to comment, critique and construct knowledge, while working collaboratively to share emerging understandings. They can support creativity, collaboration, communication and sharing of resources. They enable our students to share their learning effortlessly with whanau, and help to extend learning opportunities outside of school hours. </div>
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Social Media sites can offer a range of learning opportunities, involve and
draw on the experience of people around the
world, and provide students with challenges and opportunities to defend opinions and amend their ideas. Unfortunately, the same sites can also provide inaccurate information, biased comments and hostile responses <a href="http://proxima.iet.open.ac.uk/public/innovating_pedagogy_2016.pdf">(Sharples, de Roock, Ferguson, Gaved, Herodotou, Koh, Kukulska-Hulme, Looi, McAndrew, Rienties, Weller and Wong, 2016)</a>. For many students, learning in groups is not a natural process, and working collaboratively online is even further removed. We need to support our students to cooperate and develop positive interdependence, by arguing constructively and resolving conflicts while maintaining respect and integrity.<br />
<br />
Educators need to be very aware of these challenges, and deliberately teach students the skills they require to navigate these complexities. I firmly believe that our core responsibility as educators is to prepare students for the world they are entering into. Our students, as emerging adolescents, are not only moving into a world where Social Networking is rampant; they are already in it. The vast majority of our students already have Facebook, G+, Instagram and Snapchat accounts - yet by blocking access to these at school, rather than <a href="https://vimeo.com/49216520">establishing safeguards</a>, the work I do to encourage Digital Citizenship does seem somewhat superficial, lacking genuine context and the ability to provide meaningful feedback.</div>
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In such a flooded marketplace, I think it is important to take a step back and remind ourselves that while doing all of this, we need to ensure that we are choosing the right tool for the job - and sometimes the best tool for us is time to <a href="https://www.youtube.com/watch?v=_u3BRY2RF5I">interact with the person sitting beside us, unobstructed</a>. </div>
Ellie Mackwoodhttp://www.blogger.com/profile/16879141515824549483noreply@blogger.com0tag:blogger.com,1999:blog-6789800012317577591.post-70752343393696521562017-02-23T11:46:00.000+13:002017-02-23T11:46:16.879+13:00Law and Ethics in Professional Practice: Copyright, CC and OER<div style="text-align: justify;">
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgp0w28rRXX1nsF4UacJs8SKTxpjTSdQ2YiqUNlcFA5U7eaIWOTX6JpRC2a0YWNOTEs9c2DKxLAdd-jbOIKOayXZXnoGJVY48FGfageyHkBfFbCDYApIKXNDWoMrPwYhD0JqRzGyYpp7Ejh/s1600/Youtube.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgp0w28rRXX1nsF4UacJs8SKTxpjTSdQ2YiqUNlcFA5U7eaIWOTX6JpRC2a0YWNOTEs9c2DKxLAdd-jbOIKOayXZXnoGJVY48FGfageyHkBfFbCDYApIKXNDWoMrPwYhD0JqRzGyYpp7Ejh/s320/Youtube.jpg" width="310" /></a><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiNUcmKmuuubYk62LW1TgqE53v3bxRlYNHDWVhGROMwsaDxzNkIuTgKd5vFEz-DLQj_DlFk4xpXaTMXsyb_BnhOiC_jC7HyuMWzjjpXSQHwAfcgWTV_hpyCuj9qlatvgbYcblr16WZwIsXM/s1600/Educational+books.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="277" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiNUcmKmuuubYk62LW1TgqE53v3bxRlYNHDWVhGROMwsaDxzNkIuTgKd5vFEz-DLQj_DlFk4xpXaTMXsyb_BnhOiC_jC7HyuMWzjjpXSQHwAfcgWTV_hpyCuj9qlatvgbYcblr16WZwIsXM/s320/Educational+books.jpg" width="320" /></a><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgOAU5u1NRoutA6-tsdQqPfwT1aYAFQlbpKvN1e_ggcUSvMLg2U24JVLNt_zstR3W1wEuqBahe56-TypXeooALFE9Twy3E9lr1B7oQQ5pGBlVBuOrHwT__C20rJjMylG-VgIMY1MAvmXqYg/s1600/Copyright.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="214" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgOAU5u1NRoutA6-tsdQqPfwT1aYAFQlbpKvN1e_ggcUSvMLg2U24JVLNt_zstR3W1wEuqBahe56-TypXeooALFE9Twy3E9lr1B7oQQ5pGBlVBuOrHwT__C20rJjMylG-VgIMY1MAvmXqYg/s320/Copyright.jpg" width="320" /></a></div>
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<i>Do you use information ethically when creating resources for teaching? Do you know when it is OK to take that perfect resource (image, video, quiz etc) from the internet? Do you know if you are breaking copyright laws? Have you ever created a resource for your students and then shared it online? </i>The above are just a handful of examples that reflect common discussions of educators throughout New Zealand, illustrating just how little teachers know about their legal, ethical and moral responsibilities in this area.</div>
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In schools we are surrounded in copyrighted materials including books, searching the internet, working with interactive whiteboards, watching videos and listening to music. We are copyright consumers <a href="http://www.copyrightsandwrongs.nen.gov.uk/students/schoolwork">(NEN, 2012)</a>. Copyright is a complex subject and here is a guide to <a href="https://www.tki.org.nz/Copyright-in-Schools">what you can and can't do within a school setting</a>. Just because it is OK to use resources for educational purposes, it is an individual's right not a shared right of the school, and it is time for teachers to develop a more comprehensive understanding of our legal, ethical and moral responsibilities in relation to copyright.</div>
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As teachers we have the responsibility to honour the privilege of the high expectations the public rightly have of us when we are entrusted with the education and care of their children and young people. It is vital that we make conscious ethical decisions, exemplify moral integrity and recognise that our conduct profoundly impacts on our professional image. We have the responsibility to lift the status of our profession and build on its reputation as we maintain the highest standards of behaviour and professionalism. A lapse in judgement can adversely impact students, damage teachers' credibility and erode public trust in schools and the profession <a href="http://www.ctteam.org/df/resources/Module5_Manual.pdf">(Connecticut's Teacher Education and Mentoring Program, 2012)</a>. Advances in technology and greater access to digital resources over recent years mean the challenges educators are likely to encounter have also increased.</div>
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Generally, students own the copyright of any original work they create at school regardless of who owns the device it was created on <a href="https://www.netsafe.org.nz/copyright-in-schools/">(Netsafe, 2015)</a>, however <a href="http://elizabethutch.blogspot.co.nz/2017/02/teachers-how-important-is-academic.html">Hutchinson (2017)</a> cautions that primary school students do not create original work as writing it in their own words is not original. "Many teachers talk to their students about the importance of giving credit for where they find the information but never expect a reference list" showing a real lack of understanding about information and where it comes from. She argues that no primary school student is going to write something original when researching because this is what you are asking them to do. This issue is then compounded if that students work is shared in school newsletters, on school websites, class blogs or social media as if nothing is referenced we are breaking copyright laws <a href="http://elizabethutch.blogspot.co.nz/2017/02/teachers-how-important-is-academic.html">(Hutchinson, 2017)</a>. I would argue that likewise, it is not alright for students to take pictures and information and not say where they got it form, simply because their work is only going to be displayed on the wall of a classroom.</div>
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Another common misunderstanding is that many teachers do not realise they <i>don't own copyright</i> to the resources they produce in the course of their employment. This is becoming more pressing as teachers look to share resources they have created online, or take them with them when moving to another school. Any resource you make while in the employment of a school is owned by the BOT and if you leave the school, the BOT of that school retains the ownership. Some teachers feel this is unfair considering that they make many of these resources at home our of school hours. This highlights the need for all schools to have clear Intellectual Property policies on the sharing and reuse of resources. In my experience, educators rarely have the opportunity to openly discuss these issues and it is important that we create the time and space for this to happen. <a href="http://creativecommons.org.nz/wp-content/uploads/2015/11/CC-Teachers-Handbook.pdf">Creative Commons (CC)</a> and <a href="http://blog.core-ed.org/blog/2016/05/banish-the-gatekeepers-and-bring-forth-the-creators.html">Open Education Resources (OER)</a> have shifted from sitting on the edge of education to now being a mainstream way of sharing and building on our collective knowledge. But, still many of us just don't have the time to get our head around what's involved and how to bring CC to life in our schools. Teachers need to work with their BOTs to create a <a href="https://creativecommons.org/licenses/">Creative Commons Policy</a> to enable their teachers to legally share their creations with other teachers (a real strength in the New Zealand education system) and avoid unnecessary conflict.<br />
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In the interim, the following infographic, created by Shirley Booth (2015) is a helpful guide when deciding what to share online:<br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjdNIkO1tx6O5OXR68wrAbKwvNeQmZ7pKI8Rw03E6J45rRT0MrqhzVv9f4a6Cna68UtZbjkloKxZBEp69fEE09JYKnp8kjkbVoJfFLVMGmYbfgZwAmmkff_2Bm6mG_dU4wmJA-Jw8TGoSD9/s1600/Guidelines+for+sharing+resources.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="481" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjdNIkO1tx6O5OXR68wrAbKwvNeQmZ7pKI8Rw03E6J45rRT0MrqhzVv9f4a6Cna68UtZbjkloKxZBEp69fEE09JYKnp8kjkbVoJfFLVMGmYbfgZwAmmkff_2Bm6mG_dU4wmJA-Jw8TGoSD9/s640/Guidelines+for+sharing+resources.jpg" width="640" /></a></div>
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Ellie Mackwoodhttp://www.blogger.com/profile/16879141515824549483noreply@blogger.com4tag:blogger.com,1999:blog-6789800012317577591.post-30237734158993632352017-02-13T21:15:00.002+13:002017-02-26T14:34:38.139+13:00Indigenous Knowledge and Cultural Responsiveness: Culture, Ethnicity and Diversity<div align="center" style="margin-bottom: .0001pt; margin: 0cm; text-align: center;">
<span style="font-family: inherit;"><i>"If we
look at a child's colouring book, before it has any colour added to it, </i><o:p></o:p></span></div>
<div align="center" style="margin-bottom: .0001pt; margin: 0cm; text-align: center;">
<span style="font-family: inherit;"><i>we think of
the page as blank. It's actually not blank, it's white. </i><o:p></o:p></span></div>
<div align="center" style="margin-bottom: .0001pt; margin: 0cm; text-align: center;">
<span style="font-family: inherit;"><i>That white
background is just 'there' and we don't think much about it ... "</i></span></div>
<div align="center" style="margin-bottom: .0001pt; margin: 0cm; text-align: center;">
<span style="font-family: inherit;"><i>(<a href="https://www.academia.edu/4425490/Colouring_in_the_White_Spaces_Row_row_row_your_boat">Milne, 2012</a>)</i><o:p></o:p></span></div>
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<br /></div>
<div style="margin-bottom: .0001pt; margin: 0cm; text-align: justify;">
<span style="font-family: inherit;">Culture forms
the base of our world views, beliefs, language, values and identity. It
acts as a filter that helps us to make sense of our world. It consists of
visible or tangible elements such as crafts, music, art and technology, and
also the invisible or intangible elements such as our values, beliefs,
feelings, opinions, perspectives and assumptions<span class="apple-converted-space"> </span><a href="https://www.youtube.com/watch?v=nGTVjJuRaZ8">(Irvine, 2010)</a>.<o:p></o:p></span></div>
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<br /></div>
<div style="margin-bottom: .0001pt; margin: 0cm; text-align: justify;">
<span style="font-family: inherit;">When our
students come into our classrooms, they bring with them all of their cultural
experiences. This provides a rich foundation for us as educators to build
on their prior knowledge, acting as cultural translators to help make
appropriate linkages between what the students know and what they need to
understand. However, research has shown Māori and Pasifika students are not doing so
well at school due to a number of factors, including how the culture in the
classroom is not reflective of the culture known to Māori and Pasifika students<span class="apple-converted-space"> </span><a href="http://www.massey.ac.nz/massey/students/pasifika-student-services/profiles/hunter.cfm">(Hunter
& Hunter, 2016)</a>.<o:p></o:p></span></div>
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<br /></div>
<div style="margin-bottom: .0001pt; margin: 0cm; text-align: justify;">
<span style="font-family: inherit;">The dilemma lies in the incompatibility
between the cultural filters educators use to send messages to students, which
are being received through the student's own set of cultural filters. If
these do not match, then learning cannot be effective <a href="https://www.youtube.com/watch?v=nGTVjJuRaZ8">(Gay 2010)</a>. As
educators, we need to explore ways to adapt the sending mechanism, by
critically identifying and exploring our own cultural filters. We need to<span class="apple-converted-space"> </span><i>know ourselves, where we come from,
and who we are</i> - <b>turangawaewae</b>, as well as the learners we
engage with. We must pull apart what culture is, and what<span class="apple-converted-space"> </span><i>our<span class="apple-converted-space"> </span></i>culture is, to ensure we do not
complate it with ethnicity. This requires some radical re-wiring in
the minds of educators about their role and how they relate to their students.<o:p></o:p></span></div>
<div style="margin-bottom: .0001pt; margin: 0cm; text-align: justify;">
<br /></div>
<div style="margin-bottom: .0001pt; margin: 0cm; text-align: justify;">
<span style="font-family: inherit;">It is
important to recognise at this point that students are not mirror
representatives of a cultural ethnic group. Culture is not a trait on their membership
in a particular community<span class="apple-converted-space"> </span><a href="https://www.youtube.com/watch?v=nGTVjJuRaZ8">(Gutierrez, 2010)</a>. They are individual
students with their own strengths, interests and needs. Their
attachment/bonds to an ethnic group vary, are are influenced by how long they
have been in the country, social class, experiences in the community and
neighbourhood. While there may be commonalities, the Ministry of
Education's requirements that we identify, report and adapt specific teaching
pedagogies based solely on student ethnicity does provide a dilemma here.<o:p></o:p></span></div>
<div style="margin-bottom: .0001pt; margin: 0cm; text-align: justify;">
<br /></div>
<div style="margin-bottom: .0001pt; margin: 0cm; text-align: justify;">
<span style="font-family: inherit;">Diversity
encompasses many characteristics including ethnicity, socio-economic
background, home language, gender, special needs, disability, and giftedness.
Teaching needs to be responsive to diversity within ethnic groups, for example,
diversity within Pakeha, Māori, Pasifika and Asian students, however we also
need to recognise the diversity within individual students influenced by
intersections of gender, cultural heritage(s), socio-economic background, and
talent <a href="https://www.educationcounts.govt.nz/publications/series/2515/5959">(Alton-Lee, 2003)</a>. Evidence shows teaching that is responsive to student diversity can
have very positive impacts on low and high achievers at the same time, an emphases the importance of quality teaching methods compatible to Maori and built on relational trust. This is central to the classroom
endeavour and should be the focus of quality teaching in Aotearoa, New Zealand, where our culturally diverse groups often struggle to find success in a largely Pakeha education System (<a href="http://www.hepukengakorero.com/index.php/HPK/article/viewFile/2/pdf">Pihama, 2012</a>).</span></div>
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<div style="margin-bottom: .0001pt; margin: 0cm; text-align: justify;">
<span style="font-family: inherit;">I believe we have an fundamental
obligation to ensure our schools reflect all of the cultural experiences of our
students, at every level. At our school we have recently reviewed our
vision. As a staff we shared a number of ideas, ranging from acrostic
poems reflecting our school name, listing the key skills and values we believed
to be important (similar to a graduate profile), through to ideas that
reflected our schools logo and the meaning of<span class="apple-converted-space"> </span><b>Te
Atatu: </b><i>The dawn</i> - such as 'Rising to Success'. Armed
with these ideas, we facilitated a community day where members of our SLT,
selected student representatives from our Leadership Academy, whanau and our
BOT were invited to come and share their thoughts. It was a great day,
but what impressed me the most was how the vision transformed after the
different cultural lenses we each had were applied. We emerged with a
very different vision which I believe much better reflects our diverse
community and shared aspirations for our students: <o:p></o:p></span></div>
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<div align="center" style="margin-bottom: .0001pt; margin: 0cm; text-align: center;">
<span style="font-family: inherit;"><i>Working Together -<span class="apple-converted-space"> </span></i><b>Mahi Tahi, </b><o:p></o:p></span></div>
<div align="center" style="margin-bottom: .0001pt; margin: 0cm; text-align: center;">
<span style="font-family: inherit;"><i>Learning Together -<span class="apple-converted-space"> </span></i><b>Ako Tahi, </b><o:p></o:p></span></div>
<div align="center" style="margin-bottom: .0001pt; margin: 0cm; text-align: center;">
<span style="font-family: inherit;"><i>Growing Together -<span class="apple-converted-space"> </span></i><b>Tupu Tahi.</b><o:p></o:p></span></div>
<div style="margin: 0cm 0cm 0.0001pt;">
<br /></div>
<div style="margin-bottom: .0001pt; margin: 0cm; text-align: justify;">
<span style="font-family: inherit;">This new,
inspiring vision, is transforming the way that learning looks within our
school. It is such a dramatic move from our previous vision - '<i>Wisdom
with Truth'</i> that there is a sense among the staff that it has brought
with it permission to transform how learning looks and how students work within
our school. The signage within our school is changing to reflect the
cultural diversity represented in our school, and our PB4L resources have also
been redesigned to reflect the different languages spoken within our school. Our unit themes have also changed dramatically, from contexts such as 'Careers' and 'Flight' to <b>Turangawaewae</b> and <b>Whanaungatanga. </b>This vision encourages teachers to research and explore culturally-based
examples and contexts that reflect the lives of our students and inquire into
practices that are underpinned by a strong awareness of indigenous cultural
values, which is being supported through school-wide PLD.<o:p></o:p></span></div>
<div style="margin-bottom: .0001pt; margin: 0cm; text-align: justify;">
<br />
In my own practice, I aspire to create to a place where:<br />
<br />
<ul>
<li>Teachers are aware of the students different cultural identities.</li>
<li>Students cultural contexts are incorporated into teaching and learning environments and programmes.</li>
<li>Teachers provide practical opportunities for all students to be proud and share their languages and cultures through cultural groups, special events and school festivals that celebrate cultural difference.</li>
<li>Students experience learning contexts from multiple cultures.</li>
<li>There are clear expectations in schools' charters for celebration of diversity, stating the right for all children to feel culturally safe.</li>
<li>Staff are representative of many cultures and reflect the diversity of our student populations.</li>
</ul>
<br />
<br /></div>
<div style="margin-bottom: .0001pt; margin: 0cm; text-align: justify;">
<span style="font-family: inherit;">As a school, we are not
there yet, but great things come from small beginnings. I aspire for our
school to become<span class="apple-converted-space"> </span><b>He wahi
tutaki mo nga tamariki o te ao</b><span class="apple-converted-space"> </span>-<span class="apple-converted-space"> </span><i>A meeting place for the children of
the world,<span class="apple-converted-space"> </span></i>where each
student genuinely<span class="apple-converted-space"> </span><i>feels like
they belong - </i><b>Manakitanga</b>, and are <i>supported and
accepted</i><span class="apple-converted-space"> </span><b>Whanaungatanga,</b> for
who they are, the experiences they bring and knowledge they are able to share<b>.</b></span></div>
Ellie Mackwoodhttp://www.blogger.com/profile/16879141515824549483noreply@blogger.com4tag:blogger.com,1999:blog-6789800012317577591.post-42396334294002257442017-01-28T22:20:00.002+13:002017-01-28T22:51:47.652+13:00Contemporary Issue or Trend: Student Mobility and School Choice<div style="margin-bottom: .0001pt; margin: 0cm; text-align: justify;">
<span style="font-family: inherit;"><span style="color: #333333;">Each year,
parents around the world face a similar conundrum: Should their child attend the school around
the corner or opt to travel away from home each day to a school outside of
their local community? </span><span style="text-align: start;">As a parent,
I too have had to make this decision. For some, the choice is limited by income
or geography while for others the allure of top academic results, an
all-conquering rugby team, or<span class="apple-converted-space"> </span><a href="http://www.stuff.co.nz/national/education/10496498/Proximity-to-poverty-drives-mums-and-dads-out-of-school-zones">the
proximity from poverty</a> </span><span style="text-align: start;">helps
dictate the decision. </span><o:p></o:p></span></div>
<div style="margin: 0cm 0cm 0.0001pt; text-align: justify;">
<span style="text-align: start;"><span style="font-family: inherit;"><span style="background: white; color: #333333;"><br />
<!--[endif]--></span><o:p></o:p></span></span></div>
<div style="margin: 0cm 0cm 0.0001pt; text-align: justify;">
<span style="font-family: inherit;"><span style="text-align: start;"><span style="color: #333333;">Choosing a school is one of the key
times when parents reflect on what is important to them in terms of their
child's education.</span></span> <span style="text-align: start;"><span style="color: #333333;">While the
Ministry of Education has now stopped the publishing of<span class="apple-converted-space"> </span><a href="http://www.cpag.org.nz/what-do-decile-ratings-tell-us/">school decile
ratings<span class="apple-converted-space"><span style="color: blue; text-decoration: none;"> </span></span></a>(established in the mid 1990s
to facilitate more systematic and objective decisions about fair funding to all
state schools), there is still a lot to consider: Public or private school, single sex or co-educational, full primary or separate intermediate/middle school, school zone regulations, school culture and reputation, </span></span><span style="text-align: start;"><span style="color: #333333;">quality teaching and learning
programmes, subject choices (and how well they are resourced),</span></span><span style="text-align: start;"><span style="color: #333333;"> class sizes, the provision of extra curricular activities,
access to technology, school fees/donations/uniform/stationary costs to
name just a few. </span></span><o:p></o:p></span></div>
<div style="margin: 0cm 0cm 0.0001pt; text-align: justify;">
<br /></div>
<div style="margin: 0cm 0cm 0.0001pt; text-align: justify;">
<span style="font-family: inherit;"><span style="color: #333333;">The factors that
influence parental choice of school have been well documented. I have
found the following research papers helpful:</span><o:p></o:p></span></div>
<ul type="disc">
<li class="MsoNormal" style="line-height: normal; text-align: justify;"><span style="font-family: inherit;">Karen
Wespieser examines some of these priorities in her report:<span class="apple-converted-space"> </span><a href="https://www.nfer.ac.uk/pdf/how-do-parents-choose-school-htu.pdf">How
do parents choose a school for their child</a><span class="apple-converted-space"><span style="color: #333333;"> </span></span><span style="color: #333333;">after interviewing over 1,000 parents of students
aged between 5-18. </span></span></li>
<li class="MsoNormal" style="line-height: normal; text-align: justify;"><span style="font-family: inherit;"><a href="http://eprints.maynoothuniversity.ie/5248/1/Caroline_A_Mc_Evoy_20140722130326.pdf">Caroline
McEnvoy</a><span class="apple-converted-space"><span style="color: #333333;"> </span></span><span style="color: #333333;">has also examined the factors that influence
parental choice of school in her dissertation published in 2003, and I
would argue that not many of these factors would have changed since then.</span><o:p></o:p></span></li>
<li class="MsoNormal" style="line-height: normal; text-align: justify;"><span style="font-family: inherit;">Peter
Morey provides an Australian perspective in his Research titled<span class="apple-converted-space"> </span><a href="http://research.avondale.edu.au/cgi/viewcontent.cgi?article=1199&context=teach">School
Choice: What parents choose </a><o:p></o:p></span></li>
<li class="MsoNormal" style="line-height: normal; text-align: justify;"><span style="font-family: inherit;"><a href="https://www.upandup.agency/digital-marketing/reasons-students-choose-university">Matt
McFadden</a><span class="apple-converted-space"> </span>provides an
alternative perspective and looks into the roll that marketing has on
school choice <o:p></o:p></span></li>
</ul>
<div style="margin: 0cm 0cm 0.0001pt; text-align: justify;">
<span style="font-family: inherit;"><span style="color: #333333;">As mentioned in my previous post, one of the big problems for
many residents across West Auckland is education. Few of the schools have
an outstanding reputation and thousands of parents choose to send their
children out of the area for schooling (</span><a href="http://www.stuff.co.nz/auckland/local-news/5182437/Look-at-local-schools">Prasad,
2011</a><span style="color: #333333;">). This is supported by the Ministry of Education figures
that highlight that over one third of our West Auckland students went outside
the area for their education in 2010 to schools perceived to be successful
or fashionable. We are blessed that our school continues to be the
school of choice for families in the wider West Auckland area (</span><a href="http://www.ero.govt.nz/review-reports/rangeview-intermediate-27-10-2011/">ERO,
2011</a><span style="color: #333333;">), with almost 40% of our students coming from outside of our
school zone, however we also have a large number of in-zone students who choose
to attend schools outside of the area.</span><o:p></o:p></span></div>
<div style="margin: 0cm 0cm 0.0001pt; text-align: justify;">
<br /></div>
<div style="margin: 0cm 0cm 0.0001pt; text-align: justify;">
<span style="font-family: inherit;"><span style="color: #333333;"><a href="http://www.keepeek.com/Digital-Asset-Management/oecd/education/trends-shaping-education-2016_trends_edu-2016-en#.WIxSPfl95EZ">The
OECD Trends Shaping Education 2016 Report</a><span class="apple-converted-space"> </span>acknowledges
the mobility of students' and their families is driven by the search for a
better life and increased opportunities. Increasingly affordable and
accessible methods of transportation are just one of a number of factors
influencing this trend. Toby Morris explores some of these issues in<span class="apple-converted-space"> </span><a href="https://brightside.me/article/what-you-should-think-about-before-you-judge-others-10155/">this
confronting comic</a>.</span><o:p></o:p></span></div>
<div style="margin: 0cm 0cm 0.0001pt; text-align: justify;">
<br /></div>
<div style="margin: 0cm 0cm 0.0001pt; text-align: justify;">
<span style="font-family: inherit;"><span style="color: #333333;">Waipareira Trust Chief Executive, John Tamihere, says it's
natural for parents to send their children wherever they can get the best
education, and those parents that can afford to offer their children better
opportunities will endeavour to do so. He acknowledges that west Auckland
schools are limited by the area's socio-economic situation with many schools in
our area being decile four or below. He adds, sadly, "For the most
part, Waitakere has a lot of hard working people who aren't necessarily making
a lot of money and that socio-economic factor will take a long time to
change." (</span><a href="http://www.stuff.co.nz/auckland/local-news/5182437/Look-at-local-schools">Prasad,
2011</a><span style="color: #333333;">)</span><o:p></o:p></span></div>
<div style="margin: 0cm 0cm 0.0001pt; text-align: justify;">
<span style="font-family: inherit;"><span style="color: #333333;"><br /></span></span></div>
<div style="margin: 0cm 0cm 0.0001pt;">
<a href="https://drive.google.com/file/d/0ByXBDO82FZ4TX2lldlpnTFN1WUk/view" style="text-align: justify;">The Global Trends 2030: Alternative Worlds Report</a><span style="color: #333333; text-align: justify;"> predicts that between now and 2030 individual empowerment will accelerate substantially due to poverty reduction and a huge growth of the global middle class. This is fundamentally important as for the first time, a majority of the world's population will not be impoverished. While most new members of the middle class in 2030 will be at the lower end of the spectrum, the growth in the number of those living in the top half of the range of this new middle class will be substantial, rising from 330 million in 2010 to 679 million in 2030. Much of the future global leadership is likely to come from this segment.</span></div>
<div style="margin: 0cm 0cm 0.0001pt; text-align: justify;">
<br /></div>
<div style="margin: 0cm 0cm 0.0001pt;">
<span style="color: #333333; text-align: justify;">The increasing cultural and linguistic diversity that emerges out of these mobility trends, has a strong impact on our schools and classrooms, which need to prepare students for a global life. </span><span class="apple-converted-space" style="color: #333333; text-align: justify;"> </span><span style="color: #333333; text-align: justify;">Emphasing multiculturalism and implementing a responsive and rich curriculum for students of different backgrounds will continue to be a priority within school systems. </span><span class="apple-converted-space" style="color: #333333; text-align: justify;"> </span><span style="color: #333333; text-align: justify;">Lifelong learning is also an important component to keeping our societies abreast of the new challenges and opportunities that arise from an increasingly mobile world.</span></div>
<div style="margin: 0cm 0cm 0.0001pt; text-align: justify;">
<br /></div>
<div style="margin: 0cm 0cm 0.0001pt; text-align: justify;">
<span style="color: #333333;">However, I feel it is also important to acknowledge that not all families will be able to take advantage of choice, whether because of family circumstances or limits on the capacity of schools to accept new students. School policies are predicated on the assumption that parents have enough information to make informed decisions on where to send their children. School choice policies also assume that students have the means to get to their desired school, however many families do not have the flexibility to drive children across the city, or schools do not provide a bus service. Research also suggests that many parents prefer to send their children to their local school and that they would rather have higher-quality local schools than the option to send their children to high quality schools elsewhere</span><span style="color: #333333; text-align: start;">.</span></div>
<div style="margin: 0cm 0cm 0.0001pt; text-align: justify;">
<br /></div>
<div style="margin: 0cm 0cm 0.0001pt; text-align: justify;">
<span style="color: #333333; text-align: start;"><b><u><span style="font-family: inherit;">Reflective Questions for Discussion:</span></u></b></span></div>
<div style="margin: 0cm 0cm 0.0001pt; text-align: justify;">
</div>
<br />
<ul>
<li><span style="font-family: inherit;">Should parents be free to send their children to any school of their choice, regardless of where they live?</span></li>
</ul>
<ul>
<li><span style="font-family: inherit;">Do students who have been educated outside of their local community (or country) have a responsibility to return to work in their community (or country) in order to transfer that knowledge back to their peers?</span></li>
</ul>
<ul>
<li><span style="font-family: inherit;">How can schools better prepare for the inflow of students from various backgrounds, socio-economic classes and cultures?</span></li>
</ul>
<ul>
<li><span style="font-family: inherit;">What responsibility do schools have in communicating and teaching the values of society?</span></li>
</ul>
<br />Ellie Mackwoodhttp://www.blogger.com/profile/16879141515824549483noreply@blogger.com1tag:blogger.com,1999:blog-6789800012317577591.post-70463872923258524952017-01-25T23:29:00.000+13:002017-02-13T21:28:43.910+13:00A school’s culture: How it can be shaped by history, context and the people in it<div style="margin-bottom: .0001pt; margin: 0cm; text-align: justify;">
<div style="margin: 0cm 0cm 0.0001pt;">
<span style="font-family: inherit;"><b>Te</b>: the; <b>Atatū</b>: dawn,
originally called Ōrukuwai<span class="apple-converted-space"><b> </b></span>-<span class="apple-converted-space"> </span><b>Ō</b>: place of;<span class="apple-converted-space"> </span><b>Rukuwai</b>: an ancestor of Te
Kawerau-a-Maki; coined its current name in the early twentieth century in
recognition of the spectacular views of the sunrise. Until the 1950's
this area was largely rural, however the construction of the north-western
motorway spurred its development, and during the 1960s and 1970s the area was
covered in low-to medium-income houses<span class="apple-converted-space"> </span>(<a href="https://nzhistory.govt.nz/keyword/te-atatu"><span style="color: windowtext;">New
Zealand History</span></a>). This increase in residential property
prompted our school to open in 1968 to cater for Year 7 and 8 students. <o:p></o:p></span></div>
<div style="margin: 0cm 0cm 0.0001pt;">
<br /></div>
<div style="margin: 0cm 0cm 0.0001pt;">
<span style="font-family: inherit;">School culture is influenced by a
school's external context, and can be shaped by it's history, context and the
people within it. Since its founding, our school has been recognised for
its emphasis on achievement and high standards of academic and sporting
excellence, and this is reflected in our school culture. While learning
is no longer based on the book of truth (the Bible), the school strives to
instill <i>Wisdom</i> (to make good decisions) <i>with Truth</i> (honesty),
and still holds some of its historical traditions quite tightly. The
development of the schools behavioural 'RISE' values of <i>Respect,
Integrity, Service</i> and <i>Endurance</i> are embedded in
school life and create a sense of connectedness and belonging for our
culturally diverse school community. <o:p></o:p></span></div>
<div style="margin: 0cm 0cm 0.0001pt;">
<br /></div>
<div style="margin: 0cm 0cm 0.0001pt;">
<span style="font-family: inherit;">According to our school enrolment
data, we have over 30 different Nationalities represented within our student
population this year. This includes 20.4% Maori, 21.4% Pasifika,
24.2% Asian, 31.1% European, and 2.7% MELAA. Our teaching population is
similarly diverse, however is very heavily female dominated. <o:p></o:p></span></div>
<div style="margin: 0cm 0cm 0.0001pt;">
<br /></div>
<div style="margin: 0cm 0cm 0.0001pt;">
<span style="font-family: inherit;">Few of the schools in West
Auckland have an outstanding reputation and thousands of parents choose to send
their children out of the area for their education<span class="apple-converted-space"> </span>(<a href="http://www.stuff.co.nz/auckland/local-news/5182437/Look-at-local-schools"><span style="color: windowtext;">Prasad, 2011</span></a>). <span class="apple-converted-space"> </span>Our staff work hard and take security
from knowing that our school is highly regarded within the community and
"continues to be the school of choice for families in the wider West
Auckland area"<span class="apple-converted-space"> </span>(<a href="http://www.ero.govt.nz/review-reports/rangeview-intermediate-27-10-2011/"><span style="color: windowtext;">ERO, 2011</span></a>),<span class="apple-converted-space"> </span>with almost 40% of our students coming
from outside of our school zone. <o:p></o:p></span></div>
<div style="margin: 0cm 0cm 0.0001pt;">
<br /></div>
<div style="margin: 0cm 0cm 0.0001pt;">
<span style="font-family: inherit;">Our school continues to be driven
by a focus on improving teaching and learning, the development of a global
learning community who are future ready, continuous professional development
and close working relationships with parents and whanau. We embrace our
diverse social class populations and believe that our students benefit from the
richness this diversity offers.<o:p></o:p></span></div>
<div style="margin: 0cm 0cm 0.0001pt;">
<br /></div>
<div style="margin: 0cm 0cm 0.0001pt;">
<span style="font-family: inherit;">We have recently started to
critically reflect on our schools vision, in acknowledging that while it has
supported us well, it was developed at a time when the school community and
priorities were quite different. With a school steeped in such a strong
and well respected history, this has been a bold move, but must happen to bring
our school into alignment with current Educational Policies and to reflect the
significant changes in leadership that have happened in the school over the
last 24 months. In joining the voices of staff, students and our
community we have drafted<b> <i>Mahi Tahi:<span class="apple-converted-space"> </span></i></b><i>Working together,<span class="apple-converted-space"> </span><b>Ako Tahi:<span class="apple-converted-space"> </span></b>Learning Together, <b>Tupu
Tahi:<span class="apple-converted-space"> </span></b>Growing together</i> as
our new school vision, and feel this reflects the culture we would like to
bring into the school much more accurately.<o:p></o:p></span></div>
<div style="margin: 0cm 0cm 0.0001pt;">
<br /></div>
<div style="margin: 0cm 0cm 0.0001pt;">
<span style="font-family: inherit;">It could be argued that this
vision is equally apt for our staff. Staff acknowledge that over the
years collegiality, the desire to take risks, and a willingness to support each
other has faded, and I have observed little room for celebration and humour.
In striving for an adapted school culture that encourages these things, I
believe even greater things will happen in our school, but Stoll (1998) notes
that this change will be much more likely to happen when school leaders play a
significant role in steering the shift. That is not to say that teachers do
not have an important role to play though! <a href="http://ro.ecu.edu.au/cgi/viewcontent.cgi?article=2332&context=ajte" style="text-align: left;"><span style="color: windowtext;">Hongboontri
and Keawkhong (2014)</span></a> challenge teachers to consider what role
they personally may have had in helping to shape their schools culture - and
interesting thought to be left with ...<o:p></o:p></span></div>
<div style="margin: 0cm 0cm 0.0001pt;">
<br /></div>
<div style="margin: 0cm 0cm 0.0001pt;">
<span style="font-family: inherit;">It is my hope that my influence
on our schools' culture is positive. One that embraces and celebrates
diversity, promotes innovative thinking, encourages openness and collegiality
and reignites peoples' passions. I'd like to help bring our school into
the future while continuing to build on the strong foundations of the past.<o:p></o:p></span></div>
<div style="margin: 0cm 0cm 0.0001pt;">
<br /></div>
<div style="margin: 0cm 0cm 0.0001pt;">
<span style="font-family: inherit;"><a href="https://drive.google.com/file/d/0B8swBIPJQ1N-eHJ1Z0MwdXdXSmc/view" style="text-align: left;"><span style="color: windowtext;">Stoll,
1998</span></a> notes that a schools' culture is influenced by the
school's students and their social class background. Our students, who
are reaching adolescence, are trying to shape their identities, and certainly
flavour our school in their own ways. Interesting research continues to
emerge examining the complexities and effect of socio-economic factors on
student achievement, including the work of<span class="apple-converted-space"> </span><a href="http://www.evidencebasedteaching.org.au/hattie-effect-size-2016-update/"><span style="color: windowtext;">Hattie (2016)</span></a> who has found that
socio-economic factors, with an effect size of 0.54, are still an important
area to examine. While this is higher than an effect size of 0.4 which is
regarded as average or typical, he argues that many other factors are more
influential. Others believe socio-economic factors have a much larger,
and detrimental effect, and this is one of the deeply embedded concerns for
many residents across West Auckland, where our school is located. <o:p></o:p></span></div>
<br />
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<br /></div>
</div>
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<div style="text-align: justify;">
<div style="text-align: left;">
<div>
<div style="display: inline !important;">
<div>
</div>
</div>
</div>
<span style="font-family: "proximanova" , "helvetica neue" , "helvetica" , "arial" , sans-serif;">
</span></div>
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Ellie Mackwoodhttp://www.blogger.com/profile/16879141515824549483noreply@blogger.com0tag:blogger.com,1999:blog-6789800012317577591.post-55359553770034106532017-01-23T23:03:00.001+13:002017-02-13T21:47:31.689+13:00Communities of Practice: GEGNZ<div class="MsoNormal" style="line-height: normal; margin-bottom: 15.0pt; text-align: justify;">
<div class="MsoNormal" style="line-height: normal; margin-bottom: 15pt;">
<div class="MsoNormal" style="line-height: normal;">
<div class="MsoNormal" style="line-height: normal; margin-bottom: 0.0001pt;">
<div style="clear: both; text-align: center;">
</div>
<div style="text-align: justify;">
<span style="font-family: inherit;"><a href="https://steinhardt.nyu.edu/scmsAdmin/uploads/006/677/CHAP12HOADLEY.pdf">Hoadley</a> asserts that one of the most
important concepts in social or situated learning theory is the notion of a
Community of Practice (CoP). CoP rely on situated theories of knowledge;
consisting of groups of informally bound people, who share an interest or
a passion, and who increase their knowledge in this area through discussion and
shared experiences. When working well, CoP create a body of shared
expertise and promote best practices in the area of interest.</span></div>
<div style="text-align: justify;">
<span style="font-family: inherit;"><br /></span></div>
<br />
<div style="text-align: justify;">
<span style="font-family: inherit;">I belong to a landscape of professional communities including Virtual
Learning Networks, Professional Learning Networks, and I am actively involved
in our Community of Learning. However, according to </span><a href="http://wenger-trayner.com/resources/what-is-a-community-of-practice/" style="font-family: inherit;"><span style="color: windowtext;">Wenger-Trayner (2011)</span></a><span style="font-family: inherit;">, three elements are
crucial in distinguishing a Community of Practice from other groups and
communities:</span><b style="font-family: inherit;"> </b></div>
<div style="font-family: inherit; text-align: justify;">
<br /></div>
<div style="font-family: inherit; text-align: center;">
<span style="font-family: inherit; margin-left: 1em; margin-right: 1em;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiabX2yvAOxsODIHWfXwtDX-ltAs7PQHS5kQDo7_rLgbtMDCefmWMc08Fa918ZUP2xXtkSV3TEX5-3qGBqQGGd1KT9vxYQ_TQMjYTJILP2RYdKLWVoLwdq0RstI3wiRIrgzFnbLyHBDFOOL/s1600/COP.png" imageanchor="1" style="font-family: inherit; margin-left: 1em; margin-right: 1em;"><img border="0" height="92" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiabX2yvAOxsODIHWfXwtDX-ltAs7PQHS5kQDo7_rLgbtMDCefmWMc08Fa918ZUP2xXtkSV3TEX5-3qGBqQGGd1KT9vxYQ_TQMjYTJILP2RYdKLWVoLwdq0RstI3wiRIrgzFnbLyHBDFOOL/s320/COP.png" width="320" /></a></span></div>
<div style="font-family: inherit; text-align: center;">
<br /></div>
<span style="font-family: inherit;"></span><br />
<div style="text-align: justify;">
<span style="font-family: inherit;"><span style="font-family: inherit;">I believe the </span><a href="https://sites.google.com/site/gegnewzealand/" style="font-family: inherit;"><span style="color: blue;">Google
Educator Group New Zealand (GEGNZ)</span></a><span style="font-family: inherit;"> undoubtedly meets these
requirements. </span></span><br />
<span style="font-family: inherit;"><span style="font-family: inherit;"><br /></span></span>
<span style="font-family: inherit;"><span style="font-family: inherit;"><b>The Domain: </b></span></span><span style="font-family: inherit;">GEGNZ is an independently run community
of over 1700 New Zealand Educators who are invited to participate and
collaborate with the intention to learn, share, inspire and empower each other;
Changing the world of technology and education in New Zealand. GEGNZ
members support each other’s learning in a variety of ways, but at its core,
the group has emerged to provide a CoP where members can learn more about how
technology can be best used within education to support student learning
outcomes and increase engagement. </span><br />
<span style="font-family: inherit;"><b><br /></b></span>
<span style="font-family: inherit;"><b>The Community: </b></span><span style="font-family: inherit;">Members are located
throughout the country and hold different roles within their schools, but all
have a common interest in teaching and learning. As <a href="http://www.tonybates.ca/2014/10/01/the-role-of-communities-of-practice-in-a-digital-age/"><span style="color: blue;">Bates (2014)</span></a> has identified, CoP are not
dependent on any particular medium, and GEGNZ members regularly meet and
contribute online and kanohi kit e kanohi (face to face); joining discussions,
sharing knowledge, contributing to meets and professional development
opportunities that are held once a term and remotely through Google
Hangouts. They regularly offer feedback and help each other, supported by
the multiple platforms the group has developed to enable the group to explore
and create ideas, build meaningful relationships and share materials, resources
and expertise. </span><br />
<span style="font-family: inherit;"><b><br /></b></span>
<span style="font-family: inherit;"><b>The Practice: </b></span><span style="font-family: inherit;">GEGNZ members are
actively engaged in the teaching profession, and have recently ranked at the
top of the Google Educator Group Professional Development Leaderboard for the
second concurrent year. They work together to develop a shared
repertoire of resources: experiences, stories, tools, ways of addressing
recurring problems as evident on their social networking sites (including
the <a href="https://plus.google.com/communities/107125261684184123547"><span style="color: blue;">GEGNZ Google+ Group</span></a>, and <a href="https://www.facebook.com/groups/1573046639619088/"><span style="color: blue;">Google Apps NZ Primary</span></a> Facebook Page).
Formed in May 2014, this CoP has been developed over time with sustained
interaction, supporting members to transform their classrooms, work through
their Google Certified Educator Qualifications; become Google Certified Trainers
(who provide Professional Development and Training services on Google for
Education tools; and also consists of Google Certified Innovators (who are
acknowledged as outstanding educators committed to the innovative use of
technology to transform classrooms). Recently the community has also
grown to include Reference Schools who have opted in to connect with other
schools and educators interested in using Google products in their classrooms.</span></div>
<span style="font-family: inherit;"></span><br />
<div style="text-align: justify;">
<span style="font-family: inherit;"><span style="font-family: inherit;"><br /></span></span></div>
<span style="font-family: inherit;">
</span>
<div style="text-align: justify;">
<span style="font-family: inherit;"><span style="font-family: inherit;">I joined this community in 2014 after attending
#EdChatNZ’s first conference. Being part of this group has transformed my
teaching practice and enabled me to build professional relationships with some
exceptional educators who I now consider it a privilege to call
colleagues. Their support and encouragement lead me to complete my Google
Certified Educator qualifications, conduct a research trial in partnership HP
and Cyclone Education into the potential impact of Digital Tools to support
students with Special Education Needs, be a part of the first Google Education
Group Student Summit, lead workshops at various GEGNZ events, and gave me the
confidence to move into my current role as the Director of eLearning at a large
Intermediate School. Involvement in this CoP has also enabled me to
support other teachers throughout the country, offering my skills, experience
and resources to support them in their professional endeavours. While my
school does not use the Google Apps Suite, instead having chosen to use
Office365, I continue to attend GEGNZ events and offer support via their online
network as often as possible, maintaining and progressing my professional
knowledge, and promoting the outstanding contribution this CoP makes to
education in New Zealand.</span></span></div>
<span style="font-family: inherit;">
<o:p><div style="text-align: justify;">
<span style="font-family: inherit;"><br /></span></div>
<div style="text-align: justify;">
<span style="font-family: inherit;">My experience is supported by </span><a href="http://www.tonybates.ca/2014/10/01/the-role-of-communities-of-practice-in-a-digital-age/" style="font-family: inherit;"><span style="color: blue;">Bates (2014)</span></a><span style="font-family: inherit;"> who notes that CoP can be very
effective in a digital world, especially as lifelong learning becomes
increasingly self-directed, through collaborative learning, sharing of
knowledge and experience, and crowd-sourcing new ideas and
development. The evolution of the Internet, the social media tools now
available, and the need for sharing of knowledge on a global scale, is driving
the development of virtual CoP – and I am thankful for this beyond words!
CoPs are not the solution to everything though, and they do not replace teams
and other professional networks. Each has its own place in the ecology of
the learning system, providing different types of social learning spaces that
open up new opportunities for developing learning capability (</span><a href="http://wenger-trayner.com/introduction-to-communities-of-practice/" style="font-family: inherit;"><span style="color: blue;">Wenger-Trayner, 2015</span></a><span style="font-family: inherit;">). </span><br />
<span style="font-family: inherit;"><b><br /></b></span>
<span style="font-family: inherit;"><b><br /></b></span>
<span style="font-family: inherit;"><b>Reflective Questions for Discussion:</b></span><br />
<br />
<ul>
<li>How have/could your Community of Practice evolve with technology?</li>
<li>How might technology be used to support the continuation of your Community of Practice?</li>
<li>With the rise of social networking groups, what level of participation in an online community constitutes legitimate membership of an online Community of Practice?</li>
<li>Can you have a genuine Community of Practice if participation within the group is mandated or compulsory?</li>
<li><a href="http://www.tonybates.ca/2014/10/01/the-role-of-communities-of-practice-in-a-digital-age/">Bates (2014)</a> suggests that most Communities of Practice have no formal design and tend to be self-organising systems. He advises they have a natural life cycle, and come to an end when they no longer serve the needs of the community. How can you help sustain and improve the effectiveness of your Community of Practice to overcome this challenge?</li>
</ul>
</div>
</o:p></span></div>
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Ellie Mackwoodhttp://www.blogger.com/profile/16879141515824549483noreply@blogger.com13tag:blogger.com,1999:blog-6789800012317577591.post-90539314128244954972017-01-08T20:15:00.000+13:002017-01-27T20:15:35.490+13:00What is the potential impact of immersive participatory simulation games on students and teachers in an educational context? A Literature Review<i>This literature review was written by Emily Bagrie and I as part of our Postgraduate Certificate in Digital and Collaborative Learning through The Mind Lab.</i><br />
<br />
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<span style="font-family: inherit;"><b><u><span style="line-height: 115%;">What is the potential impact of immersive participatory simulation games
on students and teachers in an educational context?</span></u></b><span style="line-height: 115%;"><o:p></o:p></span></span></div>
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<span style="font-family: inherit;"><b><span style="line-height: 115%;">Introduction</span></b><span style="line-height: 115%;"><o:p></o:p></span></span></div>
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<span style="font-family: inherit;"><span style="line-height: 115%;">Dewey (1938) suggests that the goal of
education is not to prepare students for life, but for engagement with it. This
is increasingly challenging when the world is frequently being described with
terms such as constantly changing, rapidly evolving and uncertain. The
primary goal for education continues to drive educators to nurture every
student's potential to develop the knowledge, skills, and epistemologies
necessary for dealing with the complexities of the 21st century (Toppo, 2016).
There are clear indications that the future will certainly differ
dramatically from the past and our students will be expected to master
different forms of knowledge than our schools have traditionally demanded, to
grow as citizens and workers (Jenkins, 2007; Squire & Jan, 2007). It is
becoming more widely accepted that teachers should teach not only curricular
content but also competencies. The programmes should encourage and include the
use of the learning material in a variety of situations that students will face
in the real world, be problem-oriented, varied, interesting, sustainable and
motivate students to learn (Nordiclarp.org, 2015). </span><span style="line-height: 115%;"><o:p></o:p></span></span></div>
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<span style="font-family: inherit;"><span style="line-height: 115%;">Professionals with an inherent interest
in education, including philosophers, psychologists and educators have endorsed
educational games, involving elements of play, to promote learning for
centuries (Vanek & Peterson, 2016). However, this form of
experiential learning is more commonly seen in programmes designed for younger
students, subsiding to more traditional forms of academic learning as students’
progress through the education system. The social nature of learning in
this way has also been supported by social constructivists who argue that we
all generate meaning from our experiences (Kolb, 1984; Andrés, Angeles &
García Casas, 2011).</span><span style="line-height: 115%;"><o:p></o:p></span></span></div>
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<span style="font-family: inherit;"><span style="line-height: 115%;">Immersive participatory simulation
games (IPSG) are a sophisticated progression of such games, and are in a
relative state of infancy, however their rapid global adoption within the
entertainment industry and subsequent fusion into the educational sector,
warrants closer examination. This literature review defines the emerging
pedagogy of IPSG and examines their potential impact on the development of
student outcomes and skills within an educational context. The potential
implications IPSG have on teacher pedagogy are also examined and discussed.
Mātauranga Māori and Kaupapa Maori approaches are identified and situated
within the conclusion which positions this review alongside suggested areas of
future research within an educational context.</span><span style="line-height: 115%;"><o:p></o:p></span></span></div>
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<span style="font-family: inherit;"><b><span style="line-height: 115%;">Immersive Participatory Simulation Games</span></b><span style="line-height: 115%;"><o:p></o:p></span></span></div>
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<span style="font-family: inherit;"><span style="line-height: 115%;">Game-based learning initiatives have
been suggested as a future-focused methodology that can support immersive and
participatory pedagogy. Immersive participatory simulation games (IPSG)
situate learners in complex thinking tasks, driven by authentic questions and
real-world problems that require critical, creative and innovative thinking to
solve in a collaborative context (Barab, Thomas, Dodge, Carteaux & Tuzum,
2005; Gee, 2004; Shaffer & Gee, 2005; Squire, 2005). They present students
with a series of challenges that ignite their natural drive to problem-solve
within a given role and scenario. IPSG are accessible to a wide range of
background knowledge, experiences, ages, genders, skills, physical abilities
and present a changing perspective of learning on the part of the students and
educators; embracing divergent learning goals and involving learning contexts
that are meaningful for students. They provide challenging opportunities
for students to develop and demonstrate determination and motivation while
encouraging them to believe their abilities can be developed through effort and
a positive belief in their capacity to learn (Ministry of Education, 2009). </span><span style="line-height: 115%;"><o:p></o:p></span></span></div>
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<span style="font-family: inherit;"><span style="line-height: 115%;">Duke predicted the use of such games
within education in 1974, however we now see that these types of games did not
emerge as suddenly as he had envisaged (Duke, 1974). Only recently have
educators begun to see them as a future’s language, with great global impact,
across numerous different educational contexts including Primary, Secondary and
Tertiary education, as well as in public spaces such as Museums, Libraries and
Conferences. </span><span style="line-height: 115%;"><o:p></o:p></span></span></div>
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<span style="font-family: inherit;"><span style="line-height: 115%;">Immersive participatory simulation
games (IPSG) present educators with an opportunity to incorporate social
constructivist theories within their programmes, with their focus on active
rather than passive or receptive learning, and are becoming an emerging type of
interdisciplinary curricula for supporting education (Barab & Dede, 2007).
While initially designed for entertainment purposes, they are now being
repurposed with an academic focus. This literature review combines the
findings from IPSG such as Escape Rooms, Live Action Role Playing (LARP) games,
edu-LARP, Nordic-LARP and BreakoutEDU, all of which have grown in popularity
rapidly in the last few years within educational contexts. </span><span style="line-height: 115%;"><o:p></o:p></span></span></div>
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<span style="font-family: inherit;"><span style="line-height: 115%;">BreakoutEDU, for example, was
introduced to NZ through the EdTech Conference in 2016. Having first
reached the critical mass required to appear on Google Trends in 2006 before
lying dormant until rising sharply towards the end of 2015. It is now
followed actively by over 15,000 teachers from around the world in their online
Facebook community. </span><span style="line-height: 115%;"><o:p></o:p></span></span></div>
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<span style="font-family: inherit;"><b><span style="line-height: 115%;">What is the potential impact of immersive participatory simulation games
on the development of student outcomes and skills in an educational context?</span></b><span style="line-height: 115%;"><o:p></o:p></span></span></div>
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<span style="font-family: inherit;"><b><span style="line-height: 115%;">Student Motivation and Engagement</span></b><span style="line-height: 115%;"><o:p></o:p></span></span></div>
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<span style="font-family: inherit;"><span style="line-height: 115%;">The most common theme to arise from the
literature, was the impact immersive participatory simulation games (IPSG) have
on student motivation and engagement towards and within learning. They are
identified as being a catalyst for improved student focus, drive, motivation,
engagement and even improve interest in a subject or topic of study. (Vanek
& Peterson, 2016; Bowman & Standiford, 2015; Sellar, 2012; Andrés et
al., 2011; Ihsen, Schneider, Wallhoff & Blume, 2011; Lantada, Morgado,
Munoz-guijosa, Otero, & Sanz, 2011; Antonio Ferreira Randi, 2013). The
primary reason for this is largely to do with the fun involved in gaming.
Nordiclarp.org (2015) observed that fun makes learning easier and students are
more likely to take on challenges and less likely to become discouraged by falure.
Andrés et al (2011) support this by reporting that fun promotes learning by
generating joy, reiterated by the students studied who reported that they
learnt and had fun through experiential learning. These observations were also
reflected when students studied by Bowman and Standiford (2015) were observed
to experience increased enjoyment and interest in science through participation
in an Edu-Larp. It is the challenge and the aspect of “hard thinking”
which makes them so appealing and which causes the learning to become a
by-product of the task, rather than the end goal (McDowall, 2015). The level of
excitement experienced, compels students to continue discussing concepts and
learning outside of the gaming experience (Jung and Levitin, 2002). It is important
to note however, that in order to achieve these outcomes the motivation needs
to be sustained through reflection, active involvement and feedback and is also
highly dependent on the types of games the individual player finds enjoyable
(Andrés et al, 2011). </span><span style="line-height: 115%;"><o:p></o:p></span></span></div>
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<span style="font-family: inherit;"><span style="line-height: 115%;">IPSG have also been shown to have a
significant effect on the motivation of students due to the component of
immersive role-play. These experiences enable students to disconnect from the
complex, trivial or boring nature of reality into something far more exciting,
comprehensible and epic (Sellar, 2012; Nordiclarp.org, 2015). Total immersion
in IPSG can create something referred to as flow, a natural state of learning
when motivation to complete tasks is at its peak, or defined as the “state of
absolute immersion into an activity, when concentration is effortless due to
the fact that the person is enjoying the activity” (Anglickeho et al, n.d, p.
23). In this state students can become less self-conscious (Wiemker, Elumir,
& Clare, 2015), feel safer to take risks in thinking, feeling or
reasoning without any negative repercussions (Nordiclarp.org, 2015) and are
invited to become personally embodied in the game (Rosenbaum, Klopfer &
Perry, 2007). </span><span style="line-height: 115%;"><o:p></o:p></span></span></div>
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<span style="font-family: inherit;"><span style="line-height: 115%;">Although a lot was said around the
positive impact of immersion and enjoyment using IPSG to increase motivation
and engagement, Madigan (2010) warned that “not all games should strive to be
immersive” (p. 10 ). It was observed that certain scenarios may evoke
situations and emotions that bring up memories or experiences, wanted or not,
or make participants uncomfortable or feel psychologically unsafe (Nicholson,
2015; Anglickeho et al, n.d.). Teachers need to be aware that these situations
could be harmful to students Mana Atua, and can reveal some aspects of
personality that students were not aware of, as identified by Anglickeho et al
(n.d.), could also be perceived as both a negative and positive outcome
depending on the aspect revealed.</span><span style="line-height: 115%;"><o:p></o:p></span></span></div>
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<span style="font-family: inherit;"><b><span style="line-height: 115%;">Real-World Problem Solving</span></b><span style="line-height: 115%;"><o:p></o:p></span></span></div>
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<span style="font-family: inherit;"><span style="line-height: 115%;">Experiences which have direct
applications to real problems, by modeling aspects of real-world complex
systems, can give students opportunity to engage and interact, explore and
experiment within set parameters, learning how to manipulate these and
observing outcomes (Rosenbaum, 2007). This Mana Aotūroa allows students to
develop working theories for making sense of the natural, social, physical and
material worlds (Ministry of Education, 1996). IPSG help students to develop
the ability to reflect more carefully and accurately on their experiences,
enables them to visualise the complexity of real life processes and experiences
and therefore, should be employed in teaching (Duplessie, 2013; Anglickeho et
al, n.d.). They can provide a forum to explore multiple perspectives on a
problem (Christopher, 1999), test ideas, make connections, measure outcomes
(Rosenbaum, 2007 and Anglickeho et al, n.d.) and to effect changes as they see
fit (Madigan, 2010). There is a contradictory perspective though, with some
arguing that IPSG are not similar enough to real life and that participants
behave more informally or that the situations are gross simplifications as they
only include a few real-world factors (Christopher 1999; Anglickeho et al,
n.d.). Others, doubt the benefit for all students, as some may gain more from
the role they play than others (Jung and Levitin, 2002) or simply be passive or
even unwilling to participate altogether (Anglickeho et al, n.d.).</span><span style="line-height: 115%;"><o:p></o:p></span></span></div>
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<span style="font-family: inherit;"><span style="line-height: 115%;">When role-play is utilised within this
context, students are no longer required to think and act like students but as
investigators, thinking, arguing and producing evidence and counter-evidence as
they participate in the world in new and interesting ways (Squire and Jan,
2007). IPSG enable students to explore, gain and trial the skills and
knowledge they need to achieve success which is the foundational principle of
Ka Hikitia (Ministry of Education, 2009) and is reflective of their lives
outside of the classroom. Although IPSG can force students to imagine
situations they have not previously experienced (Sellar, 2012), the contexts
are not always required to be completely unknown. Squire and Jan (2007) also
argue that playing a game in a familiar place encourages students to apply
knowledge, as well as challenging them to consider how abstract concepts might
play out. When meaningful problems are addressed and abstract content is placed
in a concrete, practical context, students can develop a contextual understanding
of facts and principles and these take on a tangible relevance (Barab and Dede,
2007; Nordiclarp.org, 2015).</span><span style="line-height: 115%;"><o:p></o:p></span></span></div>
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<span style="font-family: inherit;"><b><span style="line-height: 115%;">Collaboration, Communication and the Development of Soft Skills</span></b><span style="line-height: 115%;"><o:p></o:p></span></span></div>
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<span style="font-family: inherit;"><span style="line-height: 115%;">In our information-based economy
students require soft skills that traditional classroom practices do not teach
adequately (Dewey, 1938) such as teamwork, conflict resolution, problem solving
(Antonio Ferreira Randi, 2013), Mana Tangata, Mana Reo (Ministry of Education,
1996), time management, critical thinking, empathy, and one of the most
important, accepting and learning from failure (Vanek & Peterson, 2016). </span><span style="line-height: 115%;"><o:p></o:p></span></span></div>
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<span style="font-family: inherit;"><span style="line-height: 115%;">A valuable feature of immersive
participatory simulation games is that they are usually centered around
completing a task as a part of a collective. Emphasis is placed on cooperation
as a way of winning (Andrés et al, 2011), resulting in the perception of what
the goals are changing from knowledge-based to personal and team-based
(Rosenbaum, 2007). This leads to the development of cooperative and creative
skills and Mana Whenua (Antonio Ferreira Randi, 2013). The current generation
of learners is growing up with exposure and immersion in technology which
impacts on their preferred learning style, so much so that it is often argued
that they now prefer active, collaborative learning, although it was stated in
one study that students, regardless of generation, agreed on the value of using
gaming in education (Bekebrede et al, 2010). It was also suggested that as the
IPSG environment is fictitious, players behave differently than they would in a
real collaborative situation, becoming less confrontational and being more
flexible and responsive to each other (Christopher, 1999).</span><span style="line-height: 115%;"><o:p></o:p></span></span></div>
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<div class="MsoNormal" style="line-height: 115%; margin-bottom: .0001pt; margin-bottom: 0cm; text-align: justify;">
<span style="font-family: inherit;"><span style="line-height: 115%;">Through rich discussion and
deliberation, students can experience the consequences of joint decisions in a
low-risk environment (Jones, 1980) and learn from each other as they may
benefit from the explanations of concepts, actions and decisions from their
peers (Antonio Ferreira Randi, 2013). Duplessie (2013) states that we tend to
retain 90% of what we say and do compared with only 50% of what we see and
hear.</span><span style="line-height: 115%;"><o:p></o:p></span></span></div>
<div class="MsoNormal" style="line-height: 115%; margin-bottom: .0001pt; margin-bottom: 0cm; text-align: justify;">
<br /></div>
<div class="MsoNormal" style="line-height: 115%; margin-bottom: .0001pt; margin-bottom: 0cm; text-align: justify;">
<span style="font-family: inherit;"><span style="line-height: 115%;">The engaging and interactive nature of
IPSG means that students readily engage in discussion (Rosenbaum, 2007) and use
language to turn their motivations into results (Sellar, 2012). The necessity
to negotiate a shared view of reality (Christopher, 1999) and participate in
the communicative process (Andrés et al, 2011) means that IPSG can also be an
effective language tool both for foreign languages (Jung and Levitin 2002) or
simply in the development of native oral language which is critical to later
academic success (Gee, 2004; Squire and Jan, 2007; Ministry of Education,
2009).</span><span style="line-height: 115%;"><o:p></o:p></span></span></div>
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<span style="font-family: inherit;"><b><span style="line-height: 115%;">Construction of Knowledge</span></b><span style="line-height: 115%;"><o:p></o:p></span></span></div>
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<span style="font-family: inherit;"><span style="line-height: 115%;">Despite a growing emphasis on soft
skills it is still important for students to be able to construct and
manipulate knowledge. Through the use of Immersive Participatory Simulation
Games (IPSG) students can develop understandings across a wide range of
subjects (Vanek & Peterson, 2016) and explicitly unpack and explore
concepts related to particular disciplines (Klopfer, Osterweil, & Salen,
2009; </span><a href="https://coggle.it/diagram/WB52GryisFhJKsVG/007ead3ac80d2abadf3b7cd9eff12913dbd9b23b6ceabb0de4fbdfc083262fa5"><span style="color: black; line-height: 115%; text-decoration: none;">Groff, McColl, & Gilbert</span></a><span style="line-height: 115%;">, 2016; Google Trends, 2016). There is a substantial body of research
around the impact IPSG have on students ability to construct knowledge and how
they can be valuable in skill development (Groff et al, 2016)<b>.</b> IPSG
encourage students to engage in deep thinking, more so than they might
otherwise have done with more traditional methods of teaching (Squire and Jan,
2007 and MoE, 2016). Antonio Ferreira Randi (2013) notes that with greater
student interaction comes better performance in their construction of
knowledge, as students learn new pathways to consolidate what they know. They
also serve as the ideal way to integrate new knowledge into a student’s
previous network (Antonio Ferreira Randi, 2013) and meets students, regardless
of ability, where they are at in their learning, serving as either an instructional
experience or as a place to practise and reinforce concepts (Bransford, Brown
& Cocking, 1999; Groff et al, 2016). Furthermore, they provide an ideal
environment in which to learn through trial and error, connecting content and
skills (Andrés et al, 2011; McDowall, 2015).</span><span style="line-height: 115%;"><o:p></o:p></span></span></div>
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<br /></div>
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<span style="font-family: inherit;"><span style="line-height: 115%;">Some concerns arise with the use of
IPSG to teach however; students in one study were afraid of missing material or
not learning effectively (Antonio Ferreira Randi, 2013) and Andrés et al (2011)
advises that some students learn from games while others simply do not. Squire
and Jan, (2007) observed that there is notable difference between the way
younger and older students engage in IPSG in the way that they transfer their
prior knowledge to solve problems. </span><span style="line-height: 115%;"><o:p></o:p></span></span></div>
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<br /></div>
<div class="MsoNormal" style="line-height: 115%; margin-bottom: .0001pt; margin-bottom: 0cm; text-align: justify;">
<span style="font-family: inherit;"><span style="line-height: 115%;">Student literacy skills were notably
referred to as being challenged through IPSG, with observable increases in
comprehension (Antonio Ferreira Randi, 2013), children reading substantially
above their level (Buckingham, 2003, Gee, 2003, Steinkuehler, 2005) and
students engaging in higher order thinking skills and behaviours such as
synthesizing, communicating, questioning and debating what they had read
(Squire & Jan, 2007). This is crucial to note as Māori students in English
medium schools continue to be more likely to have lower levels of achievement
in literacy, numeracy and science than non-Māori students (Ministry of
Education, 2009). </span><span style="line-height: 115%;"><o:p></o:p></span></span></div>
<div class="MsoNormal" style="line-height: 115%; margin-bottom: .0001pt; margin-bottom: 0cm; text-align: justify;">
<br /></div>
<div class="MsoNormal" style="line-height: 115%; margin-bottom: .0001pt; margin-bottom: 0cm; text-align: justify;">
<span style="font-family: inherit;"><span style="line-height: 115%;">It would be easy to assume that IPSG
would be beneficial to Māori, who traditionally learnt through active methods,
based in a real-world context, or because Māori knowledge was historically
formed, shaped, constructed and transmitted through an oral tradition, however,
Te Mangaroa (2011) cautions against this type of convenient stereotyping,
stating that it is simply not accurate and does not apply to all Māori
students. It is critical in the wake of Maori underachievement in
education that Maori are engaged in programmes that reflect their unique
identity, capabilities and skills, are engaging, challenges their thinking,
accelerates their progress and supports them to select pedagogies that are most
closely aligned to their needs and help in the construction of knowledge
(Ministry of Education, 2009).</span><span style="line-height: 115%;"><o:p></o:p></span></span></div>
<div class="MsoNormal" style="line-height: 115%; margin-bottom: .0001pt; margin-bottom: 0cm; text-align: justify;">
<br /></div>
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<br /></div>
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<span style="font-family: inherit;"><b><span style="line-height: 115%;">What are the implications of immersive participatory simulation games on
teacher pedagogy?</span></b><span style="line-height: 115%;"><o:p></o:p></span></span></div>
<div class="MsoNormal" style="line-height: 115%; margin-bottom: .0001pt; margin-bottom: 0cm;">
<br /></div>
<div class="MsoNormal" style="line-height: 115%; margin-bottom: .0001pt; margin-bottom: 0cm; text-align: justify;">
<span style="font-family: inherit;"><span style="line-height: 115%;">Changing trends in education are
fundamentally changing the way we think about learning, problem solving and
personal development (Burke, 2014) and therefore, are also changing the way
that teachers are presenting their learning programmes. Student engagement
in participatory games is just one of a number of forces that are reshaping the
way learning programmes are being presented to students. Interest in
immersive, participatory simulation games (IPSG) is at an all-time high, with
more educators choosing to incorporate a variety of games for learning in their
classrooms (Groff et al, 2016; Google Trends, 2016), as the educational system
is disrupted and primed for a transformational change (Burke, 2014). This
shift presents teachers with a challenge of developing tools that engage
students and increase active participation and critical thinking rather than
emphasising the memorisation of scientific concepts and facts (Antonio Ferreira
Randi, 2013). </span><span style="line-height: 115%;"><o:p></o:p></span></span></div>
<div class="MsoNormal" style="line-height: 115%; margin-bottom: .0001pt; margin-bottom: 0cm; text-align: justify;">
<br /></div>
<div class="MsoNormal" style="line-height: 115%; margin-bottom: .0001pt; margin-bottom: 0cm; text-align: justify;">
<span style="font-family: inherit;"><span style="line-height: 115%;">The Ministry of Education propose that
the inclusion of games of this nature in educational programmes present an
opportunity for teachers to think differently about learning, and about what
students and teachers might be doing (Ministry of Education, 2016). IPSG
have developed a reputation with educationalists around the world, and are
perceived as a potentially engaging form of supplementary learning that could
enhance the educational process and has been used at all level of education
including primary, secondary and tertiary education (Hainey, Connolly, Boyle,
Wilson, & Razak, 2016), although Vanek and Peterson (2016) argue that this
is simply a new name for a pedagogical technique which has been used throughout
the world for centuries.</span><span style="line-height: 115%;"><o:p></o:p></span></span></div>
<div class="MsoNormal" style="line-height: 115%; margin-bottom: .0001pt; margin-bottom: 0cm; text-align: justify;">
<br /></div>
<div class="MsoNormal" style="line-height: 115%; margin-bottom: .0001pt; margin-bottom: 0cm; text-align: justify;">
<span style="font-family: inherit;"><span style="line-height: 115%;">The best teaching methods change the
teacher too (Sellar, 2012); when IPSG are used within the classroom programme,
Andrés et al (2011) has found that the time devoted to the more traditional
form of transmissive education and lecturing is reduced, and teachers are
actually teaching less. Groff et al (2016) propose that this is one of
the reasons that the inclusion of games in the classroom is discouraged in some
schools. Interestingly, even with the reduced teaching time, IPSG are still
having a positive result on student outcomes (Andrés et al, 2011). The
teacher's role within this methodology changes but remains essential in
guiding, facilitating and encouraging students to learn from the experience
(Andrés et al, 2011).</span><span style="line-height: 115%;"><o:p></o:p></span></span></div>
<div class="MsoNormal" style="line-height: 115%; margin-bottom: .0001pt; margin-bottom: 0cm; text-align: justify;">
<br /></div>
<div class="MsoNormal" style="line-height: 115%; margin-bottom: .0001pt; margin-bottom: 0cm; text-align: justify;">
<span style="font-family: inherit;"><span style="line-height: 115%;">The importance of the teacher’s
influence on the success of this methodology is supported in the findings of
Antonio Ferreira Randi (2013) and Anglickeho et al (n.d.) who assert that the
cooperative learning experience is heavily impacted by the teacher’s discourse,
beliefs and enthusiasm, finding that a teacher's positive attitude is vital.
Antonio Ferreira Randi’s (2013) work has identified that a large number
of teachers continue to be orthodox and reluctant to change their teaching
style and cautions that this resistance to new methodologies can constrain
teacher participation and attitudes. Groff et al (2016) suggests that
this may be the result of a lack of teachers own experience and understanding
of games for learning. Andrés et al also warns that these games can be time
consuming (2011), and this can act as a barrier to a teacher's desire to include
IPSG in their programme. Simulations require considerable time and effort
on the part of the teacher (Jung and Levitin, 2002) and teachers need to be
very well prepared because students tend to ask more questions when actively
participating than when passively listening (Antonio Ferreira Randi, 2013).
However, the benefit of this methodology is celebrated and continues to
remain the main teaching tools in some nordic schools (Anglickeho et al, n.d.).
It is therefore important to ensure that the potential impacts of these
games are shared with teachers, students, administrators, school leaders and
parents who also need to understand the pedagogical impact of playing IPSG
(SIIA, 2009). This is particularly important for Maori, for whom whānau
hold an integral role in the learning and development of children (Ministry of
Education, 2009). </span><span style="line-height: 115%;"><o:p></o:p></span></span></div>
<div class="MsoNormal" style="line-height: 115%; margin-bottom: .0001pt; margin-bottom: 0cm; text-align: justify;">
<br /></div>
<div class="MsoNormal" style="line-height: 115%; margin-bottom: .0001pt; margin-bottom: 0cm; text-align: justify;">
<span style="font-family: inherit;"><span style="line-height: 115%;">IPSG can provide a powerful mechanism
for capturing rich data on student learning (Phillips & Popovic 2012);
however, there is still considerable work to be done to ensure more robust
models of assessment-based games are designed and in examining how they might
play out in an educational context (Groff et al, 2016). Andrés et al (2011)
promotes the potential of these types of games in the acquisition and
development of soft skills and suggests that teachers could use IPSG to assess
student outcomes that reflect these skills alongside the content of the game.
Farber (2016) presents a more traditional perspective suggesting that
teachers should look to assess the learning transfer that has been facilitated
within the game experience back to the various content areas of the curriculum.
Royal (1993) argues both of these areas are of equal importance, and
explains the traditional Maori conceptualisation of the mind (hinengaro) as
having two parts: Te Puna Mahara and Te Puna Wananga in which both of these
types of knowledge are reflected.</span><span style="line-height: 115%;"><o:p></o:p></span></span></div>
<div class="MsoNormal" style="line-height: 115%; margin-bottom: .0001pt; margin-bottom: 0cm; text-align: justify;">
<br /></div>
<div class="MsoNormal" style="line-height: 115%; margin-bottom: .0001pt; margin-bottom: 0cm; text-align: justify;">
<span style="font-family: inherit;"><span style="line-height: 115%;">There are numerous varying perspectives
of the role of assessment within this methodology, however it is commonly
agreed by researchers and educationalists that teachers do need assurance that
the experience prepared for their students involves quality learning outcomes
and will provide them with meaningful information related to the effect they
have on student performance. Regardless of whether these experiences are
used to support key curriculum concepts, or the acquisition of future skills
required by our students, with IPSG still in a state of infancy, it is widely
agreed that there is a lack of quantitative data and assessment feedback from
these types of games (Groff et al, 2016). It is hoped that as teachers
are trained and gain more experience with IPSG, they will produce better
results in terms of the students’ quantitative performance (Antonio Ferreira
Randi, 2013; Anglickeho et al, n.d.). </span><span style="line-height: 115%;"><o:p></o:p></span></span></div>
<div class="MsoNormal" style="line-height: 115%; margin-bottom: .0001pt; margin-bottom: 0cm; text-align: justify;">
<br /></div>
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<br /></div>
<div class="MsoNormal" style="line-height: 115%; margin-bottom: .0001pt; margin-bottom: 0cm; text-align: justify;">
<span style="font-family: inherit;"><b><span style="line-height: 115%;">Conclusion and suggested areas for
future research </span></b><span style="line-height: 115%;"><o:p></o:p></span></span></div>
<div class="MsoNormal" style="line-height: 115%; margin-bottom: .0001pt; margin-bottom: 0cm; text-align: justify;">
<span style="font-family: inherit;"><span style="line-height: 115%;">The introduction of immersive
participatory simulation games is relatively new to the educational context,
and as such research in this area is limited. While this literature review
shows that IPSG have been found to be a powerful tool for education, it is also
clear that more attention, awareness and study is needed. It would be
beneficial for a wider body of IPSG to be studied and compared for its
educational capabilities and to further examine how it compares to more
traditional pedagogy.</span><span style="line-height: 115%;"><o:p></o:p></span></span></div>
<div class="MsoNormal" style="line-height: 115%; margin-bottom: .0001pt; margin-bottom: 0cm; text-align: justify;">
<br /></div>
<div class="MsoNormal" style="line-height: 115%; margin-bottom: .0001pt; margin-bottom: 0cm; text-align: justify;">
<span style="font-family: inherit;"><span style="line-height: 115%;">Analysis of those IPSG that have been
successful would be advantageous in determining how these games could be better
included in teaching and learning programmes, and how they can be used to
target and support learning outcomes and identified student needs. In
order to do this, educators need to establish parameters to determine a shared
understanding of what constitutes a successful game experience. The
development and design of usability tests that measure the degree of
improvement in students learning outcomes and the development of skills would
also be beneficial, as evidence of effectiveness and improved student outcomes
will become increasingly important as these games continue to increase in
popularity and schools continue to seek assessments using evidence-centered
methodologies. </span><span style="line-height: 115%;"><o:p></o:p></span></span></div>
<div class="MsoNormal" style="line-height: 115%; margin-bottom: .0001pt; margin-bottom: 0cm; text-align: justify;">
<br /></div>
<div class="MsoNormal" style="line-height: 115%; margin-bottom: .0001pt; margin-bottom: 0cm; text-align: justify;">
<span style="font-family: inherit;"><span style="line-height: 115%;">Much of the literature reviewed in this
study has talked about the engaging aspects of IPSG and the positive impact
this has had on student learning and experience. Educators are likely to
find further research examining the correlation between their level of
engagement and enthusiasm for using IPSG, to the level of excitement
transferred to students interesting. It would also be beneficial to examine how
we can harness the engagement and motivation for learning experienced within
IPSG into other contexts, and what this would look like. However, in
order for this to be widely adopted, work also needs to be done that addresses
the needs and barriers of IPSG on educators, and their students. This
research then needs to be shared with the growing global community who already
show an interest in this developing pedagogical approach, increasing
opportunities to better share good practice, grow knowledge and increase
evidence of their impact within an educational context.</span><span style="line-height: 115%;"><o:p></o:p></span></span></div>
<div class="MsoNormal" style="line-height: 115%; margin-bottom: .0001pt; margin-bottom: 0cm; text-align: justify;">
<br /></div>
<div class="MsoNormal" style="line-height: 115%; margin-bottom: .0001pt; margin-bottom: 0cm; text-align: justify;">
<span style="font-family: inherit;"><span style="line-height: 115%;">Although the New Zealand Council for
Educational Research has commenced research into the use of games for learning,
there is no available research that examines the use of immersive participatory
simulation games in a New Zealand educational context, and there is also no
research that specifically addresses how the needs and academic outcomes of our
Maori and Pasifika learners could be improved through such approaches. The open
nature and ability to design IPSG to reflect the needs of all children provides
an opportunity to connect Maori aspirations, philosophies, processes and
pedagogies to political, social, economic and cultural wellbeing (Hemara, 2000;
Ka'ai & Higgins, 2004; Ministry of Education, 1996, Ministry of Education,
2009). This is particularly important as the primary and secondary
education focus areas cover the largest number of Māori students in formal
education. The complexity of Maori pedagogy presents a multitude of
possibilities for those that are willing and committed to bringing about
positive change for Maori within education (Pihama, Smith, Taki & Lee,
2004). As such, specific research into the potential impact IPSG
has on our students with diverse cultural and educational needs would be
beneficial and timely, as innovative approaches to education that are engaging,
effective, enjoyable, rewarding and positive continue to be sought for students
who are identified to be at risk of disengaging and falling behind academically
(Ministry of Education, 2009).</span><span style="line-height: 115%;"><o:p></o:p></span></span></div>
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<span style="font-family: inherit;"><b><u><span style="line-height: 115%;">Reference List</span></u></b><u><span style="line-height: 115%;"><o:p></o:p></span></u></span></div>
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<br /></div>
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Ellie Mackwoodhttp://www.blogger.com/profile/16879141515824549483noreply@blogger.com0tag:blogger.com,1999:blog-6789800012317577591.post-8748527137455727662016-11-08T21:05:00.000+13:002016-11-08T22:01:04.793+13:00What is the potential impact of BreakoutEDU in Primary Education?<span style="font-family: inherit;">I am currently in the throws of a collaborative literature review with Emily Bagrie, a fellow Postgraduate Certificate in Applied Practice (Digital and Collaborative Learning) student at The Mindlab. </span><br />
<span style="font-family: inherit;"><br />While we started reading the available literature to identify emerging themes and contexts, we have now refined our research question to <span style="font-style: italic; font-weight: 700; white-space: pre-wrap;">What is the potential educational impact of immersive participatory simulation games in primary education?</span></span><br />
<br />
As I continue to add to my growing bank of <a href="https://coggle.it/" target="_blank">Coggle</a>s, designed to help summarize each article, I realised I am sitting on a bank of research that may help others either now or in future studies. These are likely to be of particular interest to those using key terms such as:<br />
<br />
<ul>
<li>Education</li>
<li>Learning</li>
<li>Gaming Methodology</li>
<li>BreakoutEDU</li>
<li>Escape Rooms</li>
<li>Live Action Role Play (LARP)</li>
<li>Role Playing Games (RPG)</li>
<li>Edu-larp</li>
<li>Immersive Games</li>
<li>Participatory Games</li>
<li>Immersive Participatory Games</li>
</ul>
<div>
<span style="color: blue; font-family: inherit;"><br /></span></div>
<span style="color: white; font-family: inherit;"><a href="https://coggle.it/diagram/WB1ISMUdLL1qNoXx/5e5e2beb1c21f37e7ab0563bd98d8cdb59d2e24e5cb16f0cc246a2f32b179b8d" target="_blank">Anglického Jazyka, K., Randall, A. M., Autor, M. A., Et, B., & Schormová, B. L. (n.d.). MASARYKOVA UNIVERZITA PEDAGOGICKÁ FAKULTA Larp (Live Action Role-Playing) as a Teaching Tool.</a></span><br />
<span style="color: white;"><span style="color: blue; font-family: inherit;"><br /></span>
<span style="color: blue; font-family: inherit;"><span style="color: white; font-family: inherit;"><a href="https://coggle.it/diagram/WB2uLcb8Wdd_Fm__/290595483e6126ce2f701bda23e5cfb061ba080382041173a270815b27a9fe9c" target="_blank">Antonio Ferreira Randi, M., & Faustino de Carvalho, H. (2013). Aprendizagem através de Role-Playing Games: uma Abordagem para a Educação Ativa. Learning Through Role-Playing Games: an </a></span><br /><span style="color: white;"><br /></span></span></span><br />
<span style="color: white; font-family: inherit;"><span style="color: white;"><a href="https://coggle.it/diagram/WCFXVd7FwudA3rfo/bf87a271019a7c38b467c35745de6cccac668ad7efb7b73a3ef42f7230e412ee" style="font-family: inherit;" target="_blank">Barab, S., & Dede, C. (2007). Games and Immersive Participatory Simulations for Science Education: An Emerging Type of Curricula. Journal of Science Education and Technology, 16(1), 1-3. Retrieved from http://www.jstor.org/stable/40186766</a></span><br /><span style="color: white;"><span style="color: blue; font-family: inherit;"><br /></span></span></span><br />
<span style="color: white; font-family: inherit;"><span style="color: white;"><span style="color: blue; font-family: inherit;"><a href="https://coggle.it/diagram/WBmy8122v2tnTGC3/a5f91f513c36f763200cc40bb18744c9cde2e6db453dc1265090b0e24cd89d83" target="_blank">Burke, B. (2014). Gamify: How Gamification Motivates People to do Extraordinary Things. MA, Brookline: Bibliomotion Inc</a></span></span><br /><span style="color: white;"><span style="color: white;"><span style="color: blue; font-family: inherit;"><br /></span></span></span></span><br />
<span style="color: blue; font-family: inherit;"><span style="color: white;"><span style="color: white;"><span style="color: white; font-family: inherit;"><a href="https://coggle.it/diagram/WBroSNd1oRQb2LO8/f30ade3d718ecda77ce46d7761be5c5255ae3e3e61ae21c92be4672729ba4ba0" target="_blank">Duplessie, M. (2013). Go analogue. [video] TedXBoston. Available online at https://www.youtube.com/watch?v=tTcl5I0Wbzk</a></span></span></span></span><br />
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</span><br />
<span style="color: blue; font-family: inherit;"><span style="color: white;"><span style="color: white;"><span style="color: blue; font-family: inherit;"><span style="color: white; font-family: inherit;"><a href="https://coggle.it/diagram/WB52GryisFhJKsVG/007ead3ac80d2abadf3b7cd9eff12913dbd9b23b6ceabb0de4fbdfc083262fa5"><span style="white-space: pre-wrap;">Groff, J., McColl, J., & Gilbert, Z. (2016). Using Games in the Classroom. In Schrier, K. (2016) Learning, Education and Games (2). ETC Press: 2016</span></a></span></span></span></span></span><br />
<span style="color: blue; font-family: inherit;"><span style="color: white;"><span style="color: white;"><span style="color: white; font-family: inherit;"><br />
<span style="color: blue; font-family: inherit;"><span style="color: white;"><span style="color: blue; font-family: inherit;"><a href="https://coggle.it/diagram/WB29FMb8Wdd_Foce/637f275b38513561e49375d1cbe6ea809226302f7e2938b688d62e0965d6fed4" target="_blank">Jgmediafactory. (2012) Traditional Forms of Maori Learning Retrieved from https://www.youtube.com/watch?v=MIgw3tlavyk</a></span></span></span></span></span></span></span><br />
<span style="color: blue; font-family: inherit;"><span style="color: white;"><span style="color: white;"><span style="color: white; font-family: inherit;"><br />
<span style="color: blue; font-family: inherit;"><span style="color: white;"><span style="color: white; font-family: inherit;"><a href="https://coggle.it/diagram/WBqRAtd1oRQb2BMW/58e5bfa428afffd3e68cbc4ca6183cf8058ebaaf2290054370802a7ae2a2ffe8" target="_blank">Madigan, J. (2010). The Psychology of Video Games. Retrieved from http://www.psychologyofgames.com/2010/07/the-psychology-of-immersion-in-video-games/</a></span></span></span><br />
<span style="color: blue; font-family: inherit;"><span style="color: white;"><span style="color: white;"><span style="color: white; font-family: inherit;"><br /></span></span></span></span></span></span></span></span><br />
<span style="color: blue; font-family: inherit;"><span style="color: white;"><span style="color: white;"><span style="color: white; font-family: inherit;"><span style="color: blue; font-family: inherit;"><span style="color: white;"><span style="color: white;"><span style="color: white; font-family: inherit;"><a href="https://coggle.it/diagram/WB74ecb8Wdd_GBX4/d32e2cc70cef5dc6c60cc56b999064b492e3440032cb2888be6d59ae4bc24a48" target="_blank">McDowall, S. (2015). Under the blood is learning: What students wish parents and teachers understood about gaming. Retrieved from http://www.nzcer.org.nz/blogs/under-blood-learning-what-students-wish-parents-and-teachers-understood-about-gaming-written</a></span></span></span></span><br />
<span style="color: blue; font-family: inherit;"><span style="color: white;"><span style="color: blue; font-family: inherit;"><br /></span></span></span></span></span></span></span><br />
<span style="color: blue; font-family: inherit;"><span style="color: white;"><span style="color: white;"><span style="color: white; font-family: inherit;"><span style="color: blue; font-family: inherit;"><span style="color: white;"><span style="color: blue; font-family: inherit;"><a href="https://coggle.it/diagram/WB7xQMUdLL1qOHyQ/9adca919ab9483983516074405af169bbb8f93cfa3680c3df3aee4c1b0d59a67" target="_blank">McDowall, S. (2015). What makes learning through games so engaging? Retrieved from http://www.nzcer.org.nz/blogs/what-makes-learning-through-games-so-engaging-written-sue-mcdowall</a></span></span><span style="color: white;"><span style="color: blue; font-family: inherit;"><br /></span></span></span><br />
<span style="color: blue; font-family: inherit;"><span style="color: white;"><span style="color: blue; font-family: inherit;"><a href="https://coggle.it/diagram/WB7xQMUdLL1qOHyQ/9adca919ab9483983516074405af169bbb8f93cfa3680c3df3aee4c1b0d59a67" target="_blank">Ministry of Education. (2016). Game-based learning. Retrieved from http://elearning.tki.org.nz/Teaching/Innovative-learning-environments/Game-based-learning/</a></span></span></span><br />
<span style="color: blue; font-family: inherit;"><span style="color: white;"><span style="color: blue; font-family: inherit;"><br /></span></span></span></span></span></span></span><br />
<span style="color: blue; font-family: inherit;"><span style="color: white;"><span style="color: white;"><span style="color: white; font-family: inherit;"><span style="color: blue; font-family: inherit;"><span style="color: white;"><span style="color: blue; font-family: inherit;"><a href="https://coggle.it/diagram/WB5loUdg5jcsxYoP/4b3aef7fe9e3a67d3e705c71a95243da44a002c67fbc178b7c4a61bb79121c56" target="_blank">Nordiclarp.org (2015). Learning by Playing - Larp As a Teaching Method Retrieved from https://nordiclarp.org/2015/03/04/learning-by-playing-larp-as-a-teaching-method/</a></span></span></span><br />
<span style="color: blue; font-family: inherit;"><span style="color: white;"><span style="color: blue; font-family: inherit;"><br /></span></span></span></span></span></span></span><br />
<span style="color: blue; font-family: inherit;"><span style="color: white;"><span style="color: white;"><span style="color: white; font-family: inherit;"><span style="color: blue; font-family: inherit;"><span style="color: white;"><span style="color: blue; font-family: inherit;"><a href="https://coggle.it/diagram/WBqXgt-4044FBdMd/65aaef39fa5ddd9cb77867bc256e11d9781fe83814793dcefe1626fa57ed3c7e" target="_blank">Nicholson, S. (2015). Peeking behind the locked door: A survey of escape room facilities. White Paper available at http://scottnicholson.com/pubs/erfacwhite.pdf</a></span></span></span><br />
<span style="color: blue; font-family: inherit;"><span style="color: white;"><span style="color: blue; font-family: inherit;"><br /></span></span></span></span></span></span></span><br />
<span style="color: blue; font-family: inherit;"><span style="color: white;"><span style="color: white;"><span style="color: white; font-family: inherit;"><span style="color: blue; font-family: inherit;"><span style="color: white;"><span style="color: blue; font-family: inherit;"><a href="https://coggle.it/diagram/WCF0hjjm578R7F2K/fbd9885058a9569ecab00d9ab95338100206b35f6a1a872f3950fdc96b2dd68f" target="_blank">Rosenbaum, E., Klopfer, E., & Perry, J. (2007). On Location Learning: Authentic Applied Science with Networked Augmented Realities. Journal of Science Education and Technology, 16(1), 31-45. </a></span></span></span><a href="https://coggle.it/diagram/WCF0hjjm578R7F2K/fbd9885058a9569ecab00d9ab95338100206b35f6a1a872f3950fdc96b2dd68f" style="font-family: inherit;" target="_blank">Retrieved from http://www.jstor.org/stable/40186768</a><br />
<span style="color: blue; font-family: inherit;"><span style="color: white;"><span style="color: white;"><span style="color: blue;"><br /></span></span></span></span>
<span style="color: blue; font-family: inherit;"><span style="color: white;"><span style="color: white;"><span style="color: blue;"><span style="white-space: pre-wrap;"><a href="https://coggle.it/diagram/WB6IEcUdLL1qOBd6/5fd197d4cd1b85e61b68da79ebe1b6c53483f3139f8887cab934d64ea7c97f7f">Sellar, G. (2012). Thinking Big: RPGs, Teaching in Korea, and the Subversive Idea of Agency. In Bowman, S., & Vanek, A. (2012) Skin Deep: Wyrd Con Companion. WyrdCon4: September 12-15, 2013 in the City of Orange, California: http://wyrdcon.com/</a></span></span></span></span></span><br />
<span style="color: blue; font-family: inherit;"><span style="color: white;"><br /></span></span></span></span></span></span><br />
<span style="color: blue; font-family: inherit;"><span style="color: white;"><span style="color: white;"><span style="color: white; font-family: inherit;"><span style="color: blue; font-family: inherit;"><span style="color: white;"><a href="https://coggle.it/diagram/WCFjlyEmhjd7F63Z/a9feefa95921fe722c9258fcef44b7a5c558156149ab34268d7908023cfa3fdb" style="font-family: inherit;" target="_blank">Squire, K., & Jan, M. (2007). Mad City Mystery: Developing Scientific Argumentation Skills with a Place-Based Augmented Reality Game on Handheld Computers. Journal of Science Education and Technology, 16(1), 5-29. Retrieved from http://www.jstor.org/stable/40186767</a></span></span><br />
<span style="color: blue; font-family: inherit;"><span style="color: white;"><span style="font-family: inherit;"><span style="white-space: pre-wrap;"><br /></span></span></span></span></span></span></span></span><br />
<span style="color: blue; font-family: inherit;"><span style="color: white;"><span style="color: white;"><span style="color: white; font-family: inherit;"><span style="color: blue; font-family: inherit;"><span style="color: white;"><span style="font-family: inherit;"><span style="white-space: pre-wrap;"><a href="https://coggle.it/diagram/WB5jQUdg5jcsxYhN/dc5fa9275fd4c1556312c87fcc4d771cb82d1592eaccf2105a3cbdfc04d09de7" target="_blank">Toppo, G. (2016). Low-tech “Breakout EDU” looks to invigorate education one wooden box at a time. Retrieved from http://www.usatoday.com/story/tech/2016/06/30/low-tech-breakout-edu-looks-to-</a></span></span></span></span><a href="https://www.blogger.com/Low-tech%20%E2%80%9CBreakout%20EDU%E2%80%9D%20looks%20to%20invigorate%20education%20one%20wooden%20box%20at%20a%20time.%20(n.d.).%20Retrieved%20from%20http://www.usatoday.com/story/tech/2016/06/30/low-tech-breakout-edu-looks-invigorate-education-one-wooden-box-time/86580464/" style="white-space: pre-wrap;" target="_blank">invigorate-education-one-wooden-box-time/86580464/</a><span style="color: blue; font-family: inherit;"><br /></span><br />
<span style="color: blue; font-family: inherit;"><span style="color: white; font-family: inherit;"><span style="color: red; font-family: "arial";"><span style="font-family: inherit; white-space: pre-wrap;"><a href="https://www.blogger.com/Live%20Action%20Role-Playing%20(Larp):%20Insight%20into%20an%20Underutilized%20Educational%20Tool%20-%20In%20Learning%20Education%20and%20Games%20-%20Volume%202" target="_blank">Vanek, A., & Peterson, A. (2016). </a></span></span><a href="https://coggle.it/diagram/WB5_-8UdLL1qOBAP/b3ea2ebd5594fc6846e571f4e702828030550607c67417be93a18eb57797db5f" style="white-space: pre-wrap;" target="_blank"><span style="font-family: inherit;">Live A</span>ction Role-Playing (Larp): Insight into an Underutilized Educational Tool. In Schrier, K. (2016) Learning, Education and Games (2). ETC Press: 2016</a></span></span><br />
<span style="color: blue; font-family: inherit;"><span style="color: white;"><span style="color: white; font-family: inherit;"><span style="color: red;"><span style="white-space: pre-wrap;"><br /></span></span></span></span></span></span></span></span></span><br />
<span style="color: blue; font-family: inherit;"><span style="color: white;"><span style="color: white;"><span style="color: white; font-family: inherit;"><span style="color: blue; font-family: inherit;"><span style="color: white;"><span style="color: white; font-family: inherit;"><span style="color: red;"><span style="white-space: pre-wrap;"><a href="https://coggle.it/diagram/WBprEd-4044FBX-a/3440c40560a0b8c19d07cb312afb22e6391440b4db3b4f315c460a87c1fd634c" target="_blank">Wiemker, M., Elumir, E., & Clare, A. (2015). Escape Room Games: Can you transform an unpleasant situation into a pleasant one?</a><span style="color: blue;"> </span></span></span></span></span></span><a href="https://coggle.it/diagram/WB2uLcb8Wdd_Fm__/290595483e6126ce2f701bda23e5cfb061ba080382041173a270815b27a9fe9c" style="font-family: inherit;" target="_blank">Approach for Active Learning and Teaching, 37(371), 80–88.</a></span></span></span></span>Ellie Mackwoodhttp://www.blogger.com/profile/16879141515824549483noreply@blogger.com3tag:blogger.com,1999:blog-6789800012317577591.post-56569157126826579952016-09-14T21:15:00.001+12:002016-09-15T16:45:08.636+12:00Flexible Learning Spaces and ILE PedagogyThere has been a lot of talk in our school lately about Innovative Learning Environments (ILE), with the refurbishment of (initially) 7 of our original single cell classrooms due to begin next month. This discussion is taking place alongside rigorous discussions about curriculum design and timetabling to better support learning.<br />
<br />
<i>"Innovative learning environments support strengths-based teaching. They offer students and teachers flexibility, openness, and access to resources. Working in an open, flexible learning environment where inquiries are shared, interventions devised collaboratively, and reflections based on both self and peer observations, leads to a more robust, continuously improving community of practice" </i> (TKI, 2016).<br />
<br />
The Ministry of Education define an ILE as an innovative environment "that is capable of evolving and adapting as educational practices evolve and change - thus remaining future focused" and driven by teacher inquiry. They are spaces that encourage growth and development, that live on a different buzz, beat to their own drums and, simply put, are innovative, forward thinking and exciting. A space that focuses on learners at the centre and promotes social, educational and developmental growth and development for all.<br />
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ILEs provide greater opportunities for students to organise themselves and engage in integrated learning. When running well with well supported educators and learners, the curriculum is designed alongside their needs and interests. They are respectful of, and responsive to, individual learner preferences, needs, and values, rather than requiring learners to fit your new system. Without fundamental changes to the philosophy and structures of the traditional model we are used to, ILEs run the risk of simply becoming MLEs that run as single celled classrooms without walls; as a colleague surmised, teaching in the same way, in a fancy looking barn. We need to ensure that if we are really genuine about implementing ILEs, we do it in a way that embraces the greater opportunities for students to organise themselves and engage in learning.<br />
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So what is the difference between an ILE and a Modern Learning Environment (MLE)? This has always been difficult for me to describe, until I found clarity through reflective discussion this evening. An MLE can be an ILE, but I propose that an ILE is more than an MLE. <br />
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Mark Osbourne describes an MLE as a space that promotes and supports a range of pedagogies, including delivering, applying, creating, communicating and decision-making. Like ILEs, they <i>can </i>support strengths-based teaching and <i>can </i>offer students and teachers flexibility, openness and access to resources. MLEs <i>can </i>provide teachers with an open, flexible learning environment which <i>can </i>lead to the development of a robust, continuously improving community of practice. For me, the difference is in the word <i>'can'</i>.<br />
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In my eyes, an MLE refers to a physical space. An ILE refers to a pedagogical shift. One that encourages and embraces exploration, inquiry and all of the challenges that come with brave, future-focused, innovative thinking.<br />
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An MLE <i>can</i> support flexibility. The physical space enables educators to combine two classes into one for team-teaching, split a class into small groups and spread them over a wider area, or combine different classes studying complementary learning areas.<br />
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A MLE typically has fewer walls, more glass and often use the idea of a learning hub, which is a central teaching and learning space that <i>can</i> be shared by several classes. They <i>can</i> provide opportunities to observe and learn from others and be observed in return.<br />
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A MLE is also typically surrounded by breakout spaces allowing a range of different activities, such as reading, collaboration spaces, maker spaces, project spaces, wet areas, reflection rooms and areas for presenting and sharing learning. There is often a mixture of wireless and wired technology offering access as and when students need it, within the flow of their learning.<br />
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I have always ascertained that I have worked in an MLE, and to be honest, without little thought. It was a purpose built classroom, with breakout rooms, and was exceptionally spacious when you consider the maximum class size I had was 9 students. The furniture was purpose purchased, and reflected a variety of different teaching styles and spaces. However, with the exception of when our neighbouring class joined us for a couple of weeks towards the end of their own classroom renovation, I worked in a similiar way to a single celled classroom, with shared, team planning. (Our team was spread across 5 single cell classrooms, and located at two different schools). <br />
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In reality, on reflection, that MLE was actually an ILE. As a staff, we trialled and explored many innovative ideas and adjusted these, and developed them alongside our students. Our partnership with Cyclone Education and HP to explore the impact of devices on students learning, within the Special Education sector was explored alongside the benefits of an Arts based curriculum, the development of a sensory area and the design and implementation of our planned play programme, to name just a few. Throughout this journey I was blessed to have the unwavering support of an amazing Principal who trusted that I wanted nothing more than to see each of my students succeed, and would do whatever I could to support them. It is within this high trust model that I work best, and it is this same willingness to support professional growth and exploration that I want to empower my team to have.<br />
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Interestingly, once I had clarified my own thinking in this area, I then found the following published on the Ministry of Educations webpage: "An ILE is capable of evolving and adapting as educational practices evolve and change. One part of creating an ILE is to moderise the spaces that teachers and students spend their time in." This focus on the physical space is what ensures that while an MLE can be an ILE, and ILE <i>is far more</i> than an MLE.<br />
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I am confident to say that next year, our school <i>will</i> have MLEs. The challenge is in creating enough momentum and trust amongst our team to make them truly innovative. To set them up in a way that enables them to succeed. Working in an open, flexible learning environment where inquiries are shared, interventions devised collaboratively and reflections based on both self and peer observations, leads to a more robust, continuously improving community of practice.<br />
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<br />Ellie Mackwoodhttp://www.blogger.com/profile/16879141515824549483noreply@blogger.com0tag:blogger.com,1999:blog-6789800012317577591.post-58073221303060246042016-07-31T19:14:00.002+12:002016-07-31T20:17:55.272+12:00Constructivism and Constructionism - What is the difference and how are they similar?While constructivism is a well known educational psychological term, this week we were introduced to the term constructionism and challenged to find how they are similar and how they are different. It became clear quite quickly that the two theories were influenced by each other. While we were able to identify some differences in class, I felt my understanding of the two different theories was not clear enough to be able to articulate a clear difference, so have worked through this blog post to clarify my own understandings. Like Guzdial (1997), "the confusion that I and others have about these terms stems from (a) similar looking words and (b) meaning at different levels of the word <b>construct</b>. Piaget was talking about how mental constructions get <i>formed</i>, philosophical constructivists talk about how these constructions are <i>unique </i>(noun construction), and Papert is simply saying that constructing is a good way to get mental constructions built. Levels here are shifting from the physical (constructionism) to the mental (constructivism), from theory to philosophy to method, from science to approach to practice."<br />
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Both concepts emerged from the understanding of culture and cognition and acknowledge that variables such as biology, culture, class, gender and age influence the way that an individual perceives the world.<br />
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Constructivism was founded by Piaget, while Constructionism was founded by Papert - one of his students. Constructivism is the idea that people construct an internal understanding of reality, and that 'reality' is produced by interactions between people and within environments. Constructivism highlights the abilities of students to achieve different educational tasks at different ages and stages. According to Piaget, Constructivism "opens a gateway to the interests and abilities of children to achieve specific education goals at different ages. It studies the manner in which students engage in different tasks and how these change over time." He acknowledged that children's views about the world are forever changing as children interact with others and acquire new experiences.<br />
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Papert based his theory of constructionism on the work and theory of Piaget, however unlike constructivism, in constructionism attention is given to the manner of learning, or the <i>art </i>of learning. Constructionism is more of an educational method which is based on the constructivist learning theory. Constructionism shifts the focus from what is created internally through the process of learning, to what is created externally. Papert believes constructionism adds to the idea of constructivism by saying that it occurs when "the learner is consciously engaged in constructing a public entity, whether it's a sand castle on the beach of a theory of the universe". He believes that students will be more deeply involved in their learning if they are constructing something that others will see, critique, and perhaps use. Through that construction, students will face complex issues, and they will make the effort to problem-solve and learn because they are motivated by the construction.<br />
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<i><u>So why is this important?</u></i><br />
<ul>
<li>These theories open possibilities for alternative understandings of the relationship between learning, education, and society. </li>
<li>They relate to the ideas about the impact of individual, cooperative and collaborative initiatives on communities and within education.</li>
<li>We want our students to be creators of learning, not merely consumers.</li>
</ul>
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<b><u>Reference List:</u></b></div>
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<div>
Guzdial, M. (1997). Constructivism vs. Constructionism. Retrieved from <a href="http://guzdial.cc.gatech.edu/Commentary/construct.html">http://guzdial.cc.gatech.edu/Commentary/construct.html</a></div>
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<div>
Papert, S., & Harel, I. (1991). Situating constructionism. Constructionism, 1-11. Retrieved from <a href="http://namodemello.com.br/pdf/tendencias/situatingconstrutivism.pdf">http://namodemello.com.br/pdf/tendencias/situatingconstrutivism.pdf</a></div>
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<br />Ellie Mackwoodhttp://www.blogger.com/profile/16879141515824549483noreply@blogger.com1tag:blogger.com,1999:blog-6789800012317577591.post-71673623342436451602016-07-20T20:05:00.002+12:002016-07-20T20:08:13.888+12:00Web 2.0 vs Social 3.0 - The Next GenerationIt is no surprise that in this period of rapid technological development, the way we interact with the internet is changing.<br />
<br />
While still useful, the traditional Web 1.0 sites simply provided information; the mostly read-only web. They are content driven and the user has no way to increase their involvement or interact with the interface.<br />
<br />
We then moved into Web 2.0, sites that support asynchronous collaboration; the wildly read-write web that encourages interaction between people through sites such from Facebook to Edmodo, from Pintrest to Flickr. These sites move beyond mere posting of content by allowing the user to become part of the process through collaboration.<br />
<br />
We are now moving into Social 3.0, software (sites and apps) that support synchronous collaboration; real-time, simultaneous, collaboration. The shift away from 'Web' being caused by the vast array of apps running on mobile devices that have now been developed to complement web pages.<br />
<br />
So as we move into this new realm, what defines Social 3.0? <a href="https://thejournal.com/Articles/2014/02/24/The-Next-Big-Thing.aspx?Page=1" target="_blank">Norris & Soloway (2014)</a> propose the following:<br />
<br />
<ul>
<li><i>Two or more individuals verbally conversing</i></li>
<li><i>While those two or more individuals are engaged doing "something" inside an app or in a web-page.</i></li>
<li><i>While those two or more individuals are either co-located, or more interestingly, not co-located.</i></li>
</ul>
<br />
As educators we need to ensure the content we deliver is relevant, valuable and specific to our students needs. If there is new functionality in Social 3.0 that help us to do this, can we optimise it? Just like we do with Web 2.0? Absolutely! I think we would be foolish not to, and I doubt we'll have much choice!<br />
<br />
This is where an understanding of Web 3.0 becomes important. The pretense behind Web 3.0 is that content will be made more relevant through context. The internet will begin to understand you and your specific needs better, by considering which devices you have, or are searching on, the location you are searching from, your previous and current relationship with the content, your preferences (and how they shift over time), your behaviours, your buying history, your personally trusted friends and colleagues across different social networks. In other words, thanks to this new functionality, the semantic web will deliver the precise content a unique individual is looking for, in the right format, at the right time - and much more too! <a href="http://www.steveseager.com/what-is-web-3-0-syntax-semantics-analogy/" target="_blank">(Seagar, 2011)</a>.<br />
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<br />Ellie Mackwoodhttp://www.blogger.com/profile/16879141515824549483noreply@blogger.com0tag:blogger.com,1999:blog-6789800012317577591.post-65498603763145486632016-07-09T22:32:00.003+12:002016-07-09T22:32:29.231+12:00John Hattie's 8 Mindframes<div class="separator" style="clear: both; text-align: center;">
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<br />Ellie Mackwoodhttp://www.blogger.com/profile/16879141515824549483noreply@blogger.com0tag:blogger.com,1999:blog-6789800012317577591.post-70643725154670413642016-07-09T22:24:00.000+12:002016-07-09T22:41:11.867+12:00Engaging in the bigger picture: The importance of the Key Competencies in 21st Century Learning<div class="MsoNormal" style="margin-bottom: 0.0001pt;">
<span style="font-family: inherit;">In terms of curriculum design, the NZC states:</span></div>
<div class="MsoNormal" style="margin-bottom: 0.0001pt;">
<span style="font-family: inherit;"><i>Curriculum is designed and interpreted in a three-stage process:
as the national curriculum, the school curriculum, and the classroom
curriculum. The national curriculum provides the framework and common direction
for schools, regardless of type, size, or location. It gives schools the scope,
flexibility, and authority they need to design and shape their curriculum so
that teaching and learning is meaningful and beneficial to their particular
communities of students. In turn, the design of each school’s curriculum should
allow teachers the scope to make interpretations in response to the particular
needs, interests, and talents of individuals and groups of students in their
classes. (Ministry of Education, 2007, p. 37)</i><o:p></o:p></span></div>
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<br /></div>
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<span style="font-family: inherit;">The
NZC challenges us to think very deeply about core values and beliefs and how
these might look in practice. Engaging
with the major philosophical thrust of the NZC has proven to be a complex and
challenging task for school organisations. For many schools, the
introduction of the new curriculum in 2007 required leaders to rearticulate (rather
than question or reinterpret) what they were doing in order to meet
requirements. The deeper philosophical changes that were gifted to us in the NZC were not
fully explored and grasped through this implementation period. There
appeared to be little interest in exploring alternative organisations of
curriculum at the time and for most of the schools, the greater part of their curriculum continued
to be organised along subject/discipline lines.
I believe this was an opportunity lost. </span><br />
<span style="font-family: inherit;"><br /></span>
<span style="font-family: inherit;"><o:p></o:p></span><span style="font-family: inherit;">School leaders turned towards 'strong' leaders and look for quick fixes, rather than engaging critically with the big picture questions, examining the kinds of knowledge that schools and students needed to engage with. </span><span style="font-family: inherit;">Few
school leaders saw the enormity of the shifts in society, and therefore the curriculum that
were needed, and of those even less felt they have the knowledge and confidence
to administer the possible changes.</span></div>
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<br /></div>
<div class="MsoNormal" style="margin-bottom: 0.0001pt;">
<span style="font-family: inherit;">This
was complicated with some political scepticism; certainly confusion over mixed educational
priorities emerging as a result of political transitions. In my opinion, the national standards continue to stand for
different values to the NZC.<o:p></o:p></span></div>
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<br /></div>
<div class="MsoNormal" style="margin-bottom: 0.0001pt;">
<span style="font-family: inherit;">The
social, economic, cultural and political arrangements that surround us are
changing and these changes require teachers to see themselves as leaders. Geijsel and Meijers (2005) suggest
that today’s
innovations require changes in teachers professional identity. We need to not only see our role as leaders
differently, but we must also engage differently in our teaching and
learning. We need to take ownership of this change. Although we cannot change another person, a
person may change as a result of something we do.</span></div>
<div class="MsoNormal" style="margin-bottom: 0.0001pt;">
<br /></div>
<span style="font-family: inherit;">We
need to teach our students to speak in an environment where their voices have
traditionally been silenced. How can school staff learn to listen carefully to
these voices without imposing convenient interpretations or forcing students to
express only what is expected? How can students learn to articulate their needs
in the language of school staff? How can school staff learn to interpret the messages
of students if they do not fit the words, categories and protocols in their own
language? How can we start thinking about student participation in
decision-making processes if teachers’ voices are still not fully incorporated
into those processes? We need to see our students as partners in their learning, and </span><a href="https://hackeducation.co.nz/" style="font-family: inherit;" target="_blank">empower them to hack education.</a><br />
<div class="MsoNormal" style="margin-bottom: 0.0001pt;">
<span style="font-family: inherit;"><br /></span>
<span style="font-family: inherit;">Paraphrased from Freeth, W. & de Oliveira Andreotti, V. (unknown). "Towards Reconceptualising Leadership: The Implications of the Revised New Zealand Curriculum for School Leaders."</span></div>
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<span style="font-family: inherit;"></span><br />
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<span style="font-family: inherit;"><u>Reference List:</u></span></div>
</div>
</div>
<div class="MsoNormal" style="margin-bottom: 0.0001pt;">
<span style="font-family: inherit;">Geijsel,
F. & Meijers, F. (2005). Identity learning: The core process of educational
change. <i>Educational Studies, 31</i>(4) 419–430.</span></div>
Ellie Mackwoodhttp://www.blogger.com/profile/16879141515824549483noreply@blogger.com0tag:blogger.com,1999:blog-6789800012317577591.post-47122743415394880302016-07-09T20:30:00.002+12:002016-07-09T22:27:40.104+12:00Reimagining and Reconceptualising Education for the 21st Century<div style="text-align: left;">
<span style="font-family: inherit;">Innovation is tipped by many Educational Change Leaders and Business Leaders as the currency of the future. If this is in fact true, then we need to prepare our students to have the best ideas in the global knowledge society of the future, in order for them to be successful. This is challenging when students have become less curious even over my own short lifetime. Grant Litchman suggests the ecosystem of learning needs to change.</span></div>
<div style="text-align: center;">
<span style="font-family: inherit;"><br /></span></div>
<div style="text-align: left;">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiLGBP6oiP_vCR41h_mWuqM3OFnam1V-9A4H3B9wyySi0_6LPu04ARDQB-jkf7nIG9GFGL-H7ZXKUi2TlgLCfUOuYnuHzKqof47CL0ycWycPzrVGxPekNQHBNYnZoX3FKH_b6kZeApErYbj/s1600/Ecosystems+of+Learning.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em; text-align: center;"><span style="font-family: inherit;"><img border="0" height="482" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiLGBP6oiP_vCR41h_mWuqM3OFnam1V-9A4H3B9wyySi0_6LPu04ARDQB-jkf7nIG9GFGL-H7ZXKUi2TlgLCfUOuYnuHzKqof47CL0ycWycPzrVGxPekNQHBNYnZoX3FKH_b6kZeApErYbj/s640/Ecosystems+of+Learning.png" width="640" /></span></a></div>
<div style="text-align: center;">
<span style="font-family: inherit;"><br /></span></div>
<div style="text-align: left;">
<span style="font-family: inherit;">We
are currently preparing students for jobs that do not exist, to use technology
that hasn’t been invented and to solve problems that we don’t even know are
problems yet. Effective teaching and
learning can not longer be focused on the transmission of pieces of
information. It must help students to
learn how to learn, in powerful ways, so they can manage the demands of
changing information, technology, work and social conditions. </span></div>
<div style="text-align: left;">
<span style="font-family: inherit;"><br /></span></div>
<div style="text-align: left;">
<span style="font-family: inherit;">In a very short space of time we have transitioned from an economy where in order to do well financially, you needed to be skilled with your hands; to one where you now need to be intellectually skilled. The skills for career enhancement, continuous learning and for active and informed citizenship have converged. While educators are aware of this, the dilemma continued to lie in our lack of knowledge and experience to teach and assess these skills, and educational structures that continue to be anchored around concepts like time, space and subjects.</span></div>
<div style="text-align: center;">
<span style="font-family: inherit;"><br /></span></div>
<div style="text-align: center;">
<span style="font-family: inherit;"><br /></span></div>
<div style="text-align: left;">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhWwrh1lDJEtnBQeIkgqOwqQGJP461lO1wBYvu-ww9HX8NGV6LNK4xi80DyYRMRjVXWruqsIyU_-Pu6DfOPFwKeESMoL7VZSG9kM7Z2Q3jIU9zex-e-I0kJOzLNCby6OHv8oqxupybrEyli/s1600/C20+vs+C21.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em; text-align: center;"><span style="font-family: inherit;"><img border="0" height="435" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhWwrh1lDJEtnBQeIkgqOwqQGJP461lO1wBYvu-ww9HX8NGV6LNK4xi80DyYRMRjVXWruqsIyU_-Pu6DfOPFwKeESMoL7VZSG9kM7Z2Q3jIU9zex-e-I0kJOzLNCby6OHv8oqxupybrEyli/s640/C20+vs+C21.png" width="640" /></span></a></div>
<div style="text-align: center;">
<span style="font-family: inherit;"><br /></span></div>
<div style="text-align: left;">
<span style="font-family: inherit;">Educational reform will not provide a solution to these two problems. Education needs to be reframed: We have to rethink, reimagine and reconceptualise education to dramatically reshape teaching and learning in the 21st century.</span></div>
<div style="text-align: left;">
<span style="font-family: inherit;"><br /></span></div>
<div style="text-align: left;">
<span style="font-family: inherit;">After visiting over 60 schools throughout the United States of America, Grant Lichtman suggests the following in his TED Talk titled "<a href="https://www.youtube.com/watch?v=UZEZTyxSl3g" target="_blank">What 60 schools can tell us about Teaching 21st Century Skills</a>":</span></div>
<div style="text-align: center;">
<span style="font-family: inherit;"><br /></span></div>
<div style="text-align: left;">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgxKLJsihHrRaY6jZy7XX6xwPB7IhrZ6qLPPNkLRH9h3BI-Mmu3nUvEGgUsTXxEo2YihccU3d5BpjJD94jocvZ9HVWjHvdDZDQLArGIA7T20SEeVHPG6DTvlmvwFtOVmuUphyc0nZ8lnXCb/s1600/21st+Century+Skills.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em; text-align: center;"><span style="font-family: inherit;"><img border="0" height="384" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgxKLJsihHrRaY6jZy7XX6xwPB7IhrZ6qLPPNkLRH9h3BI-Mmu3nUvEGgUsTXxEo2YihccU3d5BpjJD94jocvZ9HVWjHvdDZDQLArGIA7T20SEeVHPG6DTvlmvwFtOVmuUphyc0nZ8lnXCb/s640/21st+Century+Skills.png" width="640" /></span></a></div>
<div style="text-align: center;">
<span style="font-family: inherit;"><br /></span></div>
<div style="text-align: left;">
<span style="font-family: inherit;">Any job that can be turned into a routine is being either sent off shore, or automated. Many of the top jobs in 2012 didn't exist in 2002. </span></div>
<div style="text-align: left;">
<span style="font-family: inherit;"><br /></span></div>
<div style="text-align: left;">
<span style="font-family: inherit;">So what are the skills our students will need? What careers will be available to them in the future?</span></div>
<div style="text-align: left;">
<span style="font-family: inherit;">Laura Vitto suggests that by 2030 we will see careers such as Nostaligsts, Telesurgeons, Gamification Designers and even Robot Counsellors. Milla Inkila from The MindLab has even gone as far as to suggest that there may be a place for Robot Lawyers or Dinosaur Breeders.</span></div>
<div style="text-align: left;">
<span style="font-family: inherit;"><br /></span></div>
<div style="text-align: left;">
<span style="font-family: inherit;">Dr. Tony Wagner, co-director of Harvard's Change Leadership Group, suggests that students need 7 skills to be successful in the future:</span></div>
<div style="text-align: left;">
<span style="font-family: inherit;"><br /></span></div>
<ol>
<li style="text-align: left;"><span style="font-family: inherit;">Critical thinking and problem solving skills</span></li>
<li style="text-align: left;"><span style="font-family: inherit;">Collaboration across networks and leading between networks</span></li>
<li style="text-align: left;"><span style="font-family: inherit;">Agility and adaptability</span></li>
<li style="text-align: left;"><span style="font-family: inherit;">Initiative and entrepreneurialship</span></li>
<li style="text-align: left;"><span style="font-family: inherit;">Effective oral and written communication skills</span></li>
<li style="text-align: left;"><span style="font-family: inherit;">The ability to access and analyse information</span></li>
<li style="text-align: left;"><span style="font-family: inherit;">Curiosity and imagination</span></li>
</ol>
<div>
<div style="text-align: left;">
<span style="font-family: inherit;">There is already evidence to show that employers are looking for a very different skill set to the traditional skills people of our generation were asked to provide:</span></div>
</div>
<div>
<div style="text-align: center;">
<span style="font-family: inherit;"><br /></span></div>
</div>
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<div>
<div style="text-align: center;">
<span style="font-family: inherit;"><br /></span></div>
</div>
<div>
<div style="text-align: center;">
<span style="font-family: inherit;"><br /></span></div>
</div>
<div>
<div style="text-align: left;">
<span style="font-family: inherit;">Today's students are motivated to learn in a completely different way. So how do we motivate these students to achieve excellence at an even higher level that previously required? Students must learn how take responsibility for their own learning. To do this, they need time and a myriad of opportunities to practice, and wicked problems to solve. Content is important but it is not enough. We need to use content to teach Key Competencies, and we need to be assessing our students abilities to meet those Key Competencies. </span></div>
</div>
<div>
<div style="text-align: left;">
<span style="font-family: inherit;"><br /></span></div>
</div>
<div>
<div style="text-align: left;">
<span style="font-family: inherit;">In the last 5 years the digital universe has grown by 1,000%. This generation has grown up wired to high speed internet. They use the internet to extend friendships; they are engaging in self-directed, exploratory learning; and they are using it as a tool of self expression. Outside of school, these students are constantly connected. They are collaborating and multi-tasking. The difference between how these students are choosing to learn in their own time and how they are learning within school is increasing exponentially. Carolyn Stuart, the Education Sector Lead at Network for Learning, warns that if we do not address this gap, the trust our school communities have in us to cater for the needs of their children as an institution will plummet.</span></div>
</div>
<div>
<div style="text-align: left;">
<span style="font-family: inherit;"><br /></span></div>
</div>
<div>
<div style="text-align: left;">
<span style="font-family: inherit;">The relationship we have with our students is also changing. Today's students have less fear and respect for adults - possibly because they are learning more from their peers. Yet they still really crave coaching and mentoring from the teachers they respect. They want and need to make a difference, and they believe they can. This causes them to be intolerant of 'busy work' ... They might do it to get by, but they will not do it in a way that is meaningful or really engages them.</span></div>
</div>
<div>
<div style="text-align: left;">
<span style="font-family: inherit;"><br /></span></div>
</div>
<div>
<div style="text-align: left;">
<span style="font-family: inherit;">We need to hold ourselves accountable to what matters most.</span></div>
</div>
<div>
<div style="text-align: left;">
<span style="font-family: inherit;">We need to talk to our students; collect, analyse and really listen to their voice.</span></div>
</div>
<div>
<div style="text-align: left;">
<span style="font-family: inherit;">We need to learn from each other, and problem solve together to transform teaching and learning.</span></div>
<div style="text-align: left;">
<br /></div>
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<div style="margin: 0px;">
<div style="text-align: left;">
<span style="font-family: inherit;">We need to do new work, in new ways.</span></div>
</div>
</div>
</div>
Ellie Mackwoodhttp://www.blogger.com/profile/16879141515824549483noreply@blogger.com4tag:blogger.com,1999:blog-6789800012317577591.post-19313354184945950852016-06-20T14:06:00.000+12:002016-06-20T14:06:37.524+12:00Leading Innovation<div class="separator" style="clear: both; text-align: center;">
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<br />Ellie Mackwoodhttp://www.blogger.com/profile/16879141515824549483noreply@blogger.com0tag:blogger.com,1999:blog-6789800012317577591.post-29522678658280757922016-01-31T21:14:00.001+13:002016-01-31T21:14:21.244+13:00Visual MihiThe beginning of the year is upon us, and with Waitangi Day falling within the first couple of weeks I plan to spend that time getting to know my new class in a variety of ways.<br /><br />I was really impressed with a colouring 'Hei Mihi' originally created by Dorothy Hutton. <br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjBEq30x_GC7FC6bW8FFgZUKYYWgO9Lhns0piizyg6nQdjNX8L2RIqhNaRFr9Bv6XeWREhxG-PycfB2JbFSKrmSAh6y438blewz7T3QLM8A2qeh2yQ4nQz-Bv__-8hoiDpmhq9-rYO9BMe4/s1600/Visual+Mihi+-+Colouring.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em; text-align: center;"><img border="0" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjBEq30x_GC7FC6bW8FFgZUKYYWgO9Lhns0piizyg6nQdjNX8L2RIqhNaRFr9Bv6XeWREhxG-PycfB2JbFSKrmSAh6y438blewz7T3QLM8A2qeh2yQ4nQz-Bv__-8hoiDpmhq9-rYO9BMe4/s320/Visual+Mihi+-+Colouring.jpg" width="240" /></a></div>
<br />
<br />
I then went away and created a digital copy, which I have shared on NZ Teachers (Primary) for others to access. You can download a copy here.<br />
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As most of my students have limited verbal abilities, this is a great way to include Te Reo into our classroom programme.<br /><br />I also really like Leigh Hynes idea incorporating Google Maps to identify the students maunga and awa while creating a Digital Mihi. She has created a great instructional video which you can see here.<br />
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Finally, I would also like to include this idea to bind us all together. I'll post a picture of our classes creation.</div>
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<br />Ellie Mackwoodhttp://www.blogger.com/profile/16879141515824549483noreply@blogger.com1tag:blogger.com,1999:blog-6789800012317577591.post-70681236680182838492015-11-11T18:31:00.001+13:002015-11-11T18:37:08.441+13:00What motivates us to work?Contrary to conventional wisdom, it isn't just money - but it's not exactly joy either. It seems that most of us thrive by making constant progress and feeling a sense of purpose. In this video Dan Ariely presents eye-opening experiments that reveal our unexpected and nuanced attitudes toward meaning in our work. While it is not directly related to education, the findings are fundamental. <br />
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Ellie Mackwoodhttp://www.blogger.com/profile/16879141515824549483noreply@blogger.com0tag:blogger.com,1999:blog-6789800012317577591.post-48027847731987173372015-11-08T19:46:00.002+13:002015-11-11T18:38:00.130+13:00Dean of Learning and Teaching - Interview Questions<b>Dean of Learning/Teaching, 4MU, 0.8 release.</b> We want a lead learner who is an innovative, highly motivated educator who will provide strong professional leadership within our primary school. Your experience at leading successful change initatives, including BYOD, innovative learning environments, and collaborative teaching will equip you to advance our teaching practice. Successful candidate will have a good understanding of organisational leadership and adult learning. If the prospect of coaching teachers to be confident at integrating digital technologies into their classroom programmes and reflecting critically on their practice exites you, then this job is for you.<br />
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<li>Tell us a little bit about yourself. What has brought you to this point in your career where you are ready to assume greater responsibility?</li>
<li>Describe for us how you manage your stress during heavy workload periods.</li>
<li>How would you describe your leadership and how does this influence your processes of decision making? How do you see your role within the senior leadership team of the school?</li>
<li>In this role, we are expecting the successful candidate to work alongside teachers across the school in a mentoring and coaching capacity to advance the process of Teaching as Inquiry. Tell us about a time when you worked with a teacher to make changes in their pratice and the steps you took to achieve a positive outcome.</li>
<li>Tell us how you have introduced an initiative to improve outcomes for students and teachers around the integration of digital technologies and the steps you took to ensure success. What were some of the challenges you experienced and how you worked through those?</li>
<li>What recent professional development has resulted in change to your leadership? Why?</li>
<li>The position of Dean of Learning and Teaching requires effective time-management. Please give examples of how you would organise your week to meet the various demands and commitments required for this role.</li>
<li>Where do you see yourself in five years' time?</li>
<li>Describe how you have communicated with parents who find a new initiative difficult to understand.</li>
<li>The Dean of Learning and Teaching is expected to be a lead learner and ensure the best learning and teaching opportunities for our students. Explain how you would reach out to staff and parents to ensure all students have access to quality learning and teaching programmes.</li>
<li>Tell us how you build a positive team culture and climate. When I contact your current Principal what would she say?</li>
<li>Have you got any questions for us?</li>
</ol>
Ellie Mackwoodhttp://www.blogger.com/profile/16879141515824549483noreply@blogger.com0tag:blogger.com,1999:blog-6789800012317577591.post-57060004476697617452015-10-25T10:12:00.001+13:002015-11-02T20:00:29.092+13:00Educational Leadership in 200 words or less<i>A short summary of my evolving thoughts and philosophy.</i><br />
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<span lang="EN-GB"><span style="font-family: inherit;">Educational Leadership</span></span></h4>
<span lang="EN-GB"><span style="font-family: inherit;">Educational Leadership encompasses the informed actions that influence the continuous improvement of learning and teaching – with a primary focus on the relationship between ‘actions’ and ‘learning and teaching’. Therefore leadership is not a position or a title, it is action and example. “If your actions inspire others to dream more, learn more, do more and become more, you are a leader” (Adams).<o:p></o:p></span></span><br />
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<span lang="EN-GB"><span style="font-family: inherit;">Leaders become great, not because of their power, but because of their ability to empower others (Maxwell). Great leaders know the way, go the way, and show the way to others. It has been described by Carol Cardno as the ability to “work with and through other people to achieve the organisations goals”.<o:p></o:p></span></span></div>
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<span lang="EN-GB"><span style="font-family: inherit;">As Jan Robertson has highlighted in her book titled Coaching Leadership, NZ needs Educational Leaders who are able to build capacity and commitment; build strong relationships and partnerships; focus on learning; understand the change process; and see the importance of finding new approaches to ‘doing’ and ‘being’. When you hold this perspective of Leadership it is clear to see that “Leaders do not create followers, they create more leaders” (Peters). The focus moves from growing yourself to growing the ability of others who are self-motivated to influence the quality of learning and teaching. </span></span></div>
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<span style="font-family: inherit;">Student achievement</span></h4>
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<span lang="EN-GB"><span style="font-family: inherit;">The only thing we know about the future is that it is going to be different. Many theorists have outlined the perceived skills and qualities students will need to be equipped with in order to meet the challenges in this ever-changing world. We now accept the fact that learning is a lifelong process of keeping abreast of change. Therefore the most pressing task is to teach people how to learn (Drucker).<o:p></o:p></span></span></div>
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<span lang="EN-GB"><span style="font-family: inherit;">There are a variety of theories relating to student motivation and how students process information. Behaviourist, Cognitivist, Constructivist, Motivational and Humanist, Design Theories and Models, Descriptive and Meta Theories, Identity Theories and Media and Technology theories all attempt to address how people learn. Fundamentally they assert that achievement is largely the product of steadily raising one’s knowledge, skills aspirations and expectations. They also enable educators to appreciate the individual identities of our students and provide a rich resource of new possibilities and approaches: “If a child can’t learn the way we teach, maybe we should teach the way they learn” (Estrada). I believe the depth in which we know our students, the way in which we involve them in their learning and the framework of high expectations we hold as teachers are pivotal to student achievement.</span></span></div>
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<span style="font-family: inherit;">Self-review</span></h4>
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<span lang="EN-GB"><span style="font-family: inherit;">Reflective practice: Taking time to learn. “Every teacher needs to improve, not because they are not good enough, but because they can be even better” (William). We owe it to the students we work with to continually improve. Every day in our profession we are exposed to new and different ideas and perspectives. Self-review enables us to critically examine these with a growth mind-set and a view of new possibilities. For teachers to be effective as learners we need to work constantly to learn from what we do and what our students do. This keeps us humble and ensures we don’t forget the purpose of what we do. <o:p></o:p></span></span></div>
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<span lang="EN-GB"><span style="font-family: inherit;">Reflective practice is as much about identifying what we did right, as it is about looking for ways to improve. Discovering that despite the challenges, we actually did a good job helps to give us encouragement as well as underlining effective practice. Learning from our successes and our struggles leads to fulfilment and improvement, and encourages us to seek new knowledge, experience and insights.</span></span></div>
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<span style="font-family: inherit;">Valuing teachers</span></h4>
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<span lang="EN-GB"><span style="font-family: inherit;">“Nowhere does the quality of the school system exceed the quality of its teachers” (Schleicher). This places the success of any school on the leadership team who select and develop teachers, recognising and encouraging good teaching, and therefore improving teacher performance and student outcomes. When teachers feel valued we empower them to teach, encourage, instruct, praise, influence, guide and inspire. “Teachers who love teaching, teach children to love learning” (Meehan).<o:p></o:p></span></span></div>
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<span lang="EN-GB"><span style="font-family: inherit;">A good teacher can inspire hope, ignite the imagination, and instil a love of learning. It is what teachers think, what teachers do, and what teachers are in the classroom that ultimately shapes the kind of learning that young children get (Hargreaves & Fultan). Therefore it is the value we place on our teachers that I believe has the most significant positive influence on student outcomes. Teaching is complex and ever-changing; teachers need to feel supported and encouraged to enhance the learning opportunities they provide through transformative and innovative practices. Often this includes areas of considered risk taking. “Never discourage anyone, who continually makes progress” (Plato).</span></span></div>
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<span style="font-family: inherit;">Valuing support staff</span></h4>
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<span lang="EN-GB"><span style="font-family: inherit;">Support staff are an integral part of our schools, comprising of approximately 25% of the school workforce. In my current school they comprise of approximately 60%. Support Staff can support teachers in understanding their students, save them valuable time in creating differentiated materials, and even deliver provisions and small group work to foster real, high-impact learning. <o:p></o:p></span></span></div>
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<span lang="EN-GB"><span style="font-family: inherit;">It is unfortunate that support staff in many schools are undervalued or deployed in areas which lie outside of their strengths with limited training and input. I have been pleased to see the NZEI Support Staff Day initiative rolled out over the last couple of years. The simple expression of appreciation - your willingness to put it into words, is often all that is necessary (Cousins). <o:p></o:p></span></span></div>
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<span lang="EN-GB"><span style="font-family: inherit;">Support staff have a potentially transformative impact on student achievement when they are prepared and trained, and have support and guidance about practice. They make a huge contribution to schools who identify effective ways of utilising them. Support staff that are valued, trained and supported, help to ensure the most vulnerable children in our education system will be enabled to reach their full potential. “Treat employees like they make a difference and they will” (Goodnight).</span></span></div>
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<span style="font-family: inherit;">My approach to managing change</span></h4>
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<span lang="EN-GB"><span style="font-family: inherit;">Change is a process not an event. Change management requires thoughtful planning and sensitive implementation, and above all, consultation with, and involvement of, the people affected by the changes. “Designing change should happen before not after, launch” (Vargo). The best change comes as a result of individuals realising they need to change. Check that the people affected by the change agree with, or at least understand, the need for change, and have a chance to decide how the change will be managed, and to be involved in the planning and implementation of the change. If we believe that teachers are the right people in the role, we need to help them realise this on their own and not because they feel forced. “True change is internal” (Shareski). As Educational Leaders it is our responsibility to encourage our teachers to see and value the vision, values, strategy and goals of the school, and to influence their actions to achieve the desired results. “If you want to go fast, go alone. If you want to go far, go with others” (African Proverb). Change needs to be understood and managed in a way that people can cope effectively with it. <o:p></o:p></span></span></div>
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<span lang="EN-GB"><span style="font-family: inherit;">Strong resistance to change is often rooted in deeply conditioned or historically reinforced feelings. Patience and tolerance are required to help people in these situations to see things differently. Be mindful of people’s strengths and weaknesses. Not everyone welcomes change. Take the time to understand the people you are working with, and how and why they feel like they do, before you take action. “You don’t build a top school you build top teachers, and then the top teachers build the school” (Unknown).</span></span></div>
Ellie Mackwoodhttp://www.blogger.com/profile/16879141515824549483noreply@blogger.com0tag:blogger.com,1999:blog-6789800012317577591.post-17141895373233750682015-10-09T19:52:00.002+13:002015-10-09T20:00:49.536+13:00TEACCHing in New Zealand<div class="separator" style="clear: both; text-align: center;">
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Over the last two days I have been fortunate enough to attend a course to explore the fundamentals of Structured TEACCHING. This is an organisational approach first piloted by Dr. Eric Schopler and Dr. Bob Reichler in the 1960s. The programme aims to <b>create </b>and <b>cultivate </b>the development of exemplary <b>community-based</b> services, training programmes, and research to enhance the quality of life of individuals with Autism Spectrum Disorder and their families by enabling them to develop independence skills. The fundamental goals of TEACCHing are to:<br />
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<li>Make the world more meaningful and predictable</li>
<li>Increase initiation and independence</li>
<li>Increase flexibility</li>
<li>Support generalisation of skills</li>
<li>Decrease confusion and anxiety</li>
<li>Decrease behaviour problems</li>
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The TEACCH programme is blended with other strategies and curriculums to support and enhance learning and teach skills in the areas of academics, communication, independence, emotional regulation and social skills, however in essence, the TEACCH programme has its roots set in behaviourism; which if I am honest, automatically makes every bone in my body tighten as it is so far from the co-constructivst philosophy of education which I am so passionate about. That being said, having completed the training I can honestly see how/where this could add value to my teaching programme for some of the students I teach. I can certainly see how it would work for those Autistic students who are less able than the students in my current classroom too. I think we are truely blessed as Educators in NZ, where we have the flexibility to examine programmes like this (and others from all around the world) and cherry-pick out those parts that excite us and we see value in, while at the same time, having the trusted autonomy to be able to leave others as 'interesting perspectives'.<br />
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Most of the students in my class have mild-moderate Autism, but are quite highly functioning - with a cognitive age of about 8-9 years. Naturally any TEACCH strategies that I implement in my classroom could look quite different to those in other classes, and I have the flexibility to be more adaptive. My students need help to improve their overall level of organisation as well as encouragement to increase their level of independence. A large part of how I am going to work to achieve this is the attention that I am going to invest into considering the physical organisation of my classroom.</div>
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<li>Where are the students going to sit?</li>
<li>Where will the students store their materials? Would they be more independent/organised if they had additional space beside their desk? How will the materials be physically organised (hanging file, folders, extra shelf, small portable drawers, notebooks, GAFE)?</li>
<li>Are areas in the classroom clearly labeled/designated for students belongings?</li>
<li>Do the students need physical barriers/boundaries to reduce auditory and visual distractions?</li>
<li>Do the students need an independent work area for certain activities/times of the day?</li>
<li>Do the students need a quiet area set up outside of the classroom?</li>
<li>What do their schedules need to look like?</li>
<li>Is there a need for physical structure in areas outside of the classroom? Do the students need a physical structure during transitions that involve waiting, lining up, or walking through the school?</li>
<li>Have special considerations been made in the area of physical structure to address those needs in those more open, stimulating, and often less structured environemnts such as the Cafe, gym, playground and auditorium?</li>
<li>Is there any need to additional physical structure on their transportation?</li>
<li>Is there need for pre-planning needs in the area of physical structure for non-routine events such as a field trip or a fire drill?</li>
<li>... and most importantly, have you spoken to the students about their needs and preferences?</li>
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If you had asked me a couple of days ago what I knew about TEACCHing, I fear my response would have been quite limited. What has consistently surprised me throughout the last two days, is how many of the strategies I have already engaged with my students successfully, and without any awareness other than the willingness to try new things and see what has a positive effect for my students. Who would have thought that <a href="http://wvssgc53.blogspot.co.nz/2015/08/tour-of-our-chillout-room.html">creating a sensory room</a> within the back corner office of my classroom to help two particular students in my class is actually a TEACCH physical structure principle? And all those hours I've spent individualising "early finishers" activities, are effectively an independent work system activity, simply known by a different name. Those colour co-ordinated table resources, labelled trays, personalised hook labels, even my reading/mathematics taskboard can all be considered elements of a TEACCH programme.<br />
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That is not to say that the last two days have been without challenge. I believe that as effective educators we have a professional duty to ensure that what we are doing is helping to promote the most positive student outcomes possible. I also think it is imperative that we are reflective and don't simply launch into strategies simply because we have had training in them - I don't believe in throwing the baby out with the bath water to jump on the newest, latest craze - and this is where I have become a tad unstuck with this programme, when I think about the students I <i>currently </i>have. <br />
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I <i>do not</i> believe that each of these students needs their own individual schedule. Most of the class are quite happy to follow my shared planning and have the skills and knowledge to be able to do this. The one student I have who does not, has an individual schedule. I also <i>do not</i> believe that students need to have individual workstations. I think it is imperative that students develop independence, but believe that my current students also need to have the opportunity to develop their social and emotional skills, and as such work better on independent tasks within a group environment. I was disappointed that over the two days less than 2 minutes was spent discussing how group work stations can be achieved. <br />
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The challenges for me going forward is to identify key areas in my students curriculum where there are deficits and work to fill these. 'Curriculum' in this context, is much wider than simply "reading, writing and maths" - it needs to include their communication/language skills; Social/Play/Leisure skills; Fine/Gross motor skills; Self-help/Domestic skills and their Vocational/Community skills, all while also considering each students:<br />
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<li>Age</li>
<li>Skill level/readiness</li>
<li>Interests</li>
<li>Social Skills and interations with each other</li>
<li>Understanding of boundaries</li>
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<b><i><span style="font-size: large;">Let the challenge continue! </span></i></b></div>
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Ellie Mackwoodhttp://www.blogger.com/profile/16879141515824549483noreply@blogger.com0tag:blogger.com,1999:blog-6789800012317577591.post-23813681671991923582015-10-01T20:55:00.000+13:002015-10-01T21:13:35.337+13:00Google Certified Educator: Level 1<div class="separator" style="clear: both; text-align: left;">
As you may have gathered, technology and I go hand in hand. Having been raised in a generation where it has always been available, I feel quite at home with a laptop in front of me, a cellphone in my hand and an iPad on my knee - but how do you explain that in your Curriculum Vitae? What are the implications of this for the students and colleagues that I work with? How can I show my capabilities in a way that others within the profession can appreciate?</div>
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Google provide a great certification programme that addresses all of these issues. It consists of three stages for educators:<br />
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<ul>
<li>Certified Google Educator (Level 1 and 2)</li>
<li>Google Certified Teacher</li>
<li>Authorised Google Education Trainer</li>
</ul>
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About a year ago I started looking into the Google Certified Programmes for Teachers. At the time I was advised to wait, as those who had already been through the process knew change was coming. So I've waited. These school holidays however it was time to put myself to the test. I started working through the <b>Certified Google Educator</b> online training programme. This programme has three sections: Engage in Professional Growth and Leadership; Increase efficiency and save time; and Facilitate and inspire student learning and creativity. Being quite familiar with the Google Apps Suite I worked my way through these modules quite quickly, and this afternoon sat (and passed) the first exam being awarded by first <a href="https://www.youtube.com/watch?v=HgLLq7ybDtc">Google Badge</a> (watch this space, there will be more!)<br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEifqRe0pGXLcWqAsi6jkQ2PCwoMXBshimf1TLk4qdMtx3Qj3dMFXrf_E6hV2jDUEW1fMuP_mDM8w58Q3oeoOMyGzXqo9JJ3Fi0CBzfDBC_JbBiHG9FeuyNLhlNLcPFlUENmHQuhTLvz6mSW/s1600/Badge-GCE-Level1.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em; text-align: center;"><img border="0" height="198" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEifqRe0pGXLcWqAsi6jkQ2PCwoMXBshimf1TLk4qdMtx3Qj3dMFXrf_E6hV2jDUEW1fMuP_mDM8w58Q3oeoOMyGzXqo9JJ3Fi0CBzfDBC_JbBiHG9FeuyNLhlNLcPFlUENmHQuhTLvz6mSW/s200/Badge-GCE-Level1.jpg" width="200" /></a></div>
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The exam is limited to 3 hours, and I would recommend putting aside a large portion of that time (even if, like me, you flew through the online course). I completed the exam in about 2 hours, and then spent another 30 minutes going back through each question to check my answers before submitting. <br />
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Google have a great <a href="https://edutrainingcenter.withgoogle.com/certification_faq">FAQ page related to their certifications</a>, however I thought I would also share with you some of the questions I had and questions that I have been asked, that no one else could answer (being that the exam is still so new). Naturally, while I cannot and will not share information about the content of this exam.<br />
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<b><i>How is the course structured?</i></b><br />
The course is structured into three sections:<br />
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<a href="https://edutrainingcenter.withgoogle.com/certification_level1"><img border="0" height="299" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEj5nJsRFOSkRKW6LHuaE93HtRJ50UPZI9owhlkucnfUv7-B65B3RL6rwiUrbpQjBMo5ofx4Golp7CIOBEaxiyL4HUgF7Zk_jrU1FoFGKuA2_lqpelJhQdAR3rb74mPRa9ksDx-UwYKFywtF/s640/Structure.png" width="640" /></a></div>
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<b><i>Can you do the exam in the weekends and school holidays? What about if I'm on Maternity Leave?</i></b><br />
Absolutely. You can sit the exams at anytime that is convenient for you, however it needs to be when you have 3 hours with no interruptions and can guarantee you have a reliable internet connection. There is no way to pause the exam, and if you loose connectivity you will have to retake the exam.<br />
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<b><i>How long does it take for the exam to come through via email after I have paid?</i></b><br />
This one surprised me, and caught me a little off guard, so although it is covered in Google's FAQs I thought I'd share a little about my experience here too. Google recommend that you apply for the exam 24-48 hours prior to the day you want to sit it. I did this, expecting it to arrive over the weekend (bearing in mind you only have 7 days from when it is sent to you to complete it). Mine arrived in less than 5 minutes! <br />
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<b><i>How much of the exam is practical vs theoretical?</i></b><br />
The whole exam was pretty practical - the 'theory' section comes first, but is related to practical application. The official line from Google when I emailed them was that it was 50/50 with more weighting going to the practical tasks though.<br />
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<b><i>Are we able to have notes and other browser windows open throughout the exam, or is it 'closed book'?</i></b><br />
No you cannot have notes/brain dumps etc with you when you complete the exam - but fear not! Provided you are familiar with the Google Apps Suite, you really don't need them anyway! When you log in for your exam you will have an opportunity to read the privacy policy and legal agreement to find out more about exam policies. You are required to complete a NDA in order to take the exam and have a functioning webcam throughout your 3 hour exam period. This camera connection is designed to take periodic photographs of you throughout the exam. <br />
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<b><i>How long does it take from the point of completion for the exam to be marked and returned?</i></b><br />
Officially it takes 15 minutes to verify your exam once submitted, however in reality this too was closer to 5 minutes. Once the exam is verified you will get a message on your screen informing you of the outcome, and if successful an email follows soon after with your certificate and digital badge. If you do not receive a result within 15 minutes, you should contact the team at Google (via email) in case there is a technical issue at their end.<br />
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<b><i>If you are unsuccessful, do you get sent feedback directing you to the areas that require further study? Is your exam returned to you to look over in preparation for the rescheduled exam? Do you need to pay an additional US$10?</i></b><br />
Google are unable to provide individual feedback on the exams, including your exam score, due to the large number of requests they receive. They are working on ways to automate the feedback in the system, but do not have an estimate time frame to build this in. If you are unable to successfully complete the exam on your first attempt, you will be required to purchase another exam for US$10 in order to retake it.<br />
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<b><i>Can you do the course, but not the test? </i></b><br />
Yes you can - but I highly recommend pushing yourself out of your comfort zone that little bit more and paying the US$10 to sit the exam. The pass mark is 80%, but I think you'll surprise yourselves!<br />
<br />Ellie Mackwoodhttp://www.blogger.com/profile/16879141515824549483noreply@blogger.com3tag:blogger.com,1999:blog-6789800012317577591.post-21275774211175016152014-08-12T19:30:00.001+12:002015-11-02T19:07:36.439+13:00Visually Stimulating or a Noisy Nuisance?I have always prided myself on having a stimulating, literacy-rich classroom, however if you step into my classroom at the beginning of the school year, the walls are anything but! They are always basically bare. They are waiting ... Waiting for our students, so that we could build our classroom space and fill it with learning and experiences that are meaningful for us, together. <br />
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As the year progresses our displays are colourful and current, and celebrate the learning that happens in our classroom. I keep teacher-made resources to a minimum, although do display learning aides that are referred to on a daily basis around the room (such as high frequency word charts, SOLO Taxonomy and Task Boards). I have enjoyed watching students take the opportunity to “read around the room” and share their learning with their friends, family and visitors. My students have always beamed with joy when their work has been displayed, and it is always celebrated.<br />
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I’ve had colleagues describe my classroom environment as lovely, stimulating, bright, colourful, cheerful, a celebration – even "a visual symphony!" I’ve now taken to placing students work up the window pillars as I complain about not having enough wall space - So what brings me to this reflection?<br />
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Our Principal recently declared that if there is something that resonates with you, for a number of days, and you find yourself pondering it in your sleep – then its touched you in a way that should be reflected on. In this case, reading an article about Visually Noisy Classrooms shared on the Virtual Learning Network, has done that for me.<br />
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Sandy Dougherty questioned the purpose of a classroom. In her opinion, a classrooms purpose is “to be a place where students can focus, concentrate and are expected to be productive”. She adds that it makes sense to her to make our classrooms “quiet, serene environments”.<br />
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<a href="http://well.blogs.nytimes.com/2014/06/09/rethinking-the-colorful-kindergarten-classroom/?_php=true&_type=blogs&_php=true&_type=blogs&_r=1">This article</a> suggests that classrooms that are full of colourful displays can impede children’s ability to remain focused in a classroom. It examines a small sample of 5-6 year old students, and compared their learning and behaviour in a ‘normal’ classroom environment, and then again in one that is decorated more like the living room of a house with one or two feature pieces – very ‘calm’ and ‘clear’.<br />
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So now I am pondering whether my intention to encourage learning by celebrating it around the classroom, is actually doing that, or, whether it is doing the opposite and distracting from my students learning.<br />
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I recently had the privilege of participating in a Guided Tour through Hobsonville Point Primary School, and one thing the Principal made very clear, was that he and his staff had decided that they did not want their classrooms to be “Art Galleries”, instead their walls appear filled with Planning Documents, and boast a very transparent philosophy around their students educations. I thought aspects of this were fantastic – I like the idea that planning is shared and completely accessible to parents, however I also feel it felt less like a primary school, and more like an office.<br />
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For Moana Timoko what this article highlighted was the need to provide “different spaces, different places, for different faces”. I found this concept much easier to accommodate. I surveyed my students and asked them about what they thought of our classroom; whether they liked the way it was with all of the colours, and all of their learning displayed. Interestingly the vote was almost a unanimous “We like it”, however there was one student who indicated that he would rather have a much simpler learning environment. <br />
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So, are the information-dense walls of my classroom that intended to inspire children, actually overwhelming them? For one of my students, yes!<br />
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As Moana indicated, this highlights the need to consider those students – although he is in the minority, his education and ability to concentrate is just as important as the others in the class. The more I think about it, this is a student who is easily distracted, and a student who often chooses to work in a much simpler break out room than in the main classroom. Different spaces, different places, for different faces …<br />
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<a href="http://www.naeyc.org/files/yc/file/200405/ConsidertheWalls.pdf">Dr.Tarr</a> challenges teachers to question whether the mass marketing of commercial posters and mobiles are obscuring the children’s own drawings and writings. While I ponder whether my approach to classroom displays is in fact distracting my learners, one thing that I have come to realise that I value as an educator, is the pride of placement of students work – There is very little room in my classrooms for these commercial resources. I value their work, I value their learning and I believe that this is their classroom, I value displays that grow alongside the students learning and experiences. But why?<br />
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Relatively little has been written about how to make effective use of classroom walls. Yet teachers sometimes feel compelled to make those walls attractive because they know people are coming into the classroom and parents in particular, expect to see a decorated classroom. Unfortunately most of my students parents have never stepped foot in my classroom, due to logistics, so I can rule that out; but when I really force myself to examine my core values, I would have to agree that I do make judgments on the abilities of other teachers, based on their classroom environment. I do wonder what teachers are doing in their classrooms when their walls are very ‘calm’ and ‘clear’. <br />
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I don’t have the answers, but I do have a tonne of questions! Perhaps these same questions may challenge your thinking in this area: <br />
<ol>
<li>Are you mindful about the amount of wall coverage you fill? </li>
<li>What proportion of your room is the student's work vs the proportion of commercially produced resources? </li>
<li>Have you provided visually ‘quiet’ areas in your classrooms? </li>
<li>How often do you refer to the work on your classroom walls? </li>
<li>Is the work current and relevant to what you are doing now? </li>
<li>Do your displays serve a variety of purposes? </li>
<li>The Reggio Emilia approach stresses the “environment as the third teacher” (Gandini, 1998, p177) – what is your environment teaching your students? </li>
<li>Have the commercially made resources that you have displayed been placed in a position in the classroom where your students are actually able to use them? </li>
<li>With pressure to support literacy development, and create a classroom environment that is rich in print (including such things as word walls, signs,bi-lingual labels, bulletin boards and more), are you simply wallpapering your classroom for prints sake? </li>
<li>What image of a learner is conveyed by the work you have displayed? </li>
<li>Do your displays genuinely honour the students work or has it been contrived by an adult? </li>
<li>How do your walls reflect the lives, families, cultures and interests of your students? </li>
<li>What are the assumptions about how students learn, and how are these reflected on your walls? </li>
<li>Do your walls respect students as active, curious learners with ideas to communicate? </li>
</ol>
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</ul>
<u>Reference List:</u><br />
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Gandini, L. (1998). Educational and caring spaces. In The hundred languages of children. The Reggio Emilia approach – Advanced reflections, 2nd ed, eds. C Edwards, L. Gandini & G Forman, 161-78. Greenwich, CT: Ablex.<br />
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Hoffman, J. (2014). Rethinking the Colourful Kindergarten Classroom. Retrieved on 12th August 2014 from http://well.blogs.nytimes.com/<br />
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Tarr, P. (2004). Consider the Walls. Retrieved on 12th August 2014 from http://www.naeyc.org/files/yc/file/200405/ConsidertheWalls.pdf<br />
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Rinaldi, C. (1998). The space of childhood. In Children, spaces, relations: Metaproject for an environment for young children, eds. C. Ceppi & M Zini, 114-20. Reggio Emilia, Italy: Reggio Children.<br />
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Simco, N. (1996). Whose work is it anyway? Display in a negotiated classroom. In Display in the classroom: Principles, practice and learning theory, eds. H. Cooper, P. Hegarty, P. Hegarty, & N. Simco, 78-93. London: David Fulton.Ellie Mackwoodhttp://www.blogger.com/profile/16879141515824549483noreply@blogger.com0